Abstract
Cooperative learning (CL) is a teaching and learning pedagogy that has been used widely in school but there is limited information on instructors’ perceptions of CL nor observations of how CL is implemented in higher education settings. In this study, we used an interpretative-qualitative approach to investigate the advantages and challenges of embedding CL in instructors’ teaching in Iran and Australia. Data were collected through interviews and observations and thematic analysis method was used to analyse the data. Results showed that despite challenges such as the lack of familiarity with CL and how it can be implemented in university curricula, issues associated with assessment, and time constraints, CL created an interactive, pleasant, and safe environment for deep learning in both countries. The findings showed that there were challenges in Iran such as a tendency to use traditional approaches to teaching, insufficient understanding of how to establish teamwork, and a lack of up-to-date teaching resources. In Australia, changing courses, working with external students, catering for individual differences, and building positive relationships were some of the challenges of implementing CL. We believe that these challenges can be overcome if university instructors are prepared to address them.
Highlights
Cooperative learning (CL) is defined as small groups where students work together to maximize their own and each other’s learning [1], and, in so doing, promote a variety of positive cognitive, affective, and social benefits [2]
Research has shown that Asian students, including students from Iran, are habitually strong competitors in classrooms [49], but the results of the present study showed that there is a competitive culture among Australian students
We believe that familiarity of instructors with CL can have positive outcomes for students
Summary
Cooperative learning (CL) is defined as small groups where students work together to maximize their own and each other’s learning [1], and, in so doing, promote a variety of positive cognitive, affective, and social benefits [2]. Peters, and Corrales [10] noted that student learning is influenced by the relationships that they build with each other so when students feel safe and supported in their classroom, learning is enhanced. Instructors play a critical role in promoting dialogic interaction in their students [12] so students learn how to ask questions, make clear their ideas, and assess the viability of the issues they are discussing [13]. Setting clear instructions and task expectations play an essential role in the effective implementation of CL [14]. Kohn [15] believes that if the tasks assigned to the groups are interesting and attractive, CL itself is a type of reward for students and instructors
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