Unravelling Cooperative Learning in Higher Education

Abstract

Teaching and learning have evolved over the years. While the use of lecture is still the dominant mode of teaching in educational institutions, there has been consensus that students need to be active in learning, for which traditional styles of teaching may not be well suited. This calls for an alternative instructional mode: cooperative learning to promote active learning among students. In higher education, interest in cooperative learning has gained momentum since the early 1980s, and this kind of teaching and learning can be conducted in many ways. The purpose of this study is to provide an overview of existing evidence pertinent to cooperative learning. In this review, cooperative learning is defined and elements inherent in this pedagogy are discussed. Theoretical perspectives relating to cooperative learning are also outlined. The outcomes pertaining to cooperative learning are then presented, followed by the influence of context on cooperative learning. This review is organized and structured as such to serve as a basis of reference for further research in the field.

Education in the Context of Digitalization and Culture: Evolution of the Teacher's Role, Pre-pandemic Overview

“…With respect to the topic of learning, students aged up to 25 years perceive the digitalization of education in a natural way, as most of them were born in the period of rapid development of gadgets (such conclusion indirectly confirms the theory of generations). Notably, trends in the use of technologies are in some way correlated with data related to the theory of generations (Borges et al, 2010;Lai & Hong, 2015;Loh & Ang, 2020;Papadakis, 2018).…”

Arrogant or caring? Influence of transactive communication in interprofessional learning on knowledge gains and stereotype changes

“…IP learning in the form of reciprocal peer tutoring is intended to enhance both cognitive learning and social skills through positive interactions between the professions [ 22 ], [ 23 ], [ 24 ]. Since the intensity of one's own trac and the other trac can have an influence on knowledge gains and changes in stereotypes about the other profession, learners should ideally possess transactive dialogue competence.…”

“…At the same time, reciprocal relationships can also develop within the groups [ 21 ]. Cooperative learning can lead to better cognitive learning success and strengthen the social skills of the group members [ 22 ], [ 23 ], [ 24 ]. The intensity and quality of interaction between learners play an important role in this process [ 25 ], [ 26 ], [ 27 ], which depends, among other things, on group cohesion.…”

Pembelajaran humanistik Maslow dan Rogers: Implikasi SN DIKTI selama Pandemic Covid-19

“…Meskipun dalam beberapa implementasi metode kooperatif faktor budaya dapat menjadi penghambat atau pendukung, misal dalam satu kelompok ada orang yang lebih tua dan budaya yang berkembang orang yang lebih tua harus dihormati. Hal tersebut dapat menjadi penghambat bagi anggota kelompok dalam memberikan distribusinya dalam kegiatan pembelajaran, namun hal bisa berbeda apabila budaya tersebut tidak berlaku (Loh, R. C. -Y, & Ang, C., 2020).…”