Abstract
A growing body of research indicates that teaching is the most important determinant of student learning in higher education (HE). However, HE teachers have a persistent challenge to transform pedagogical practices from a teacher-centered to a student-centered approach. In this study, the authors employed a phenomenological-case study design to examine the teachers’ lived experiences with cooperative learning (CL) pedagogies as applied in the undergraduates’ classrooms in a large public university in Ethiopia. The authors collected the relevant data from two teacher participants through both reflection and a semi-structured interview, along with document analysis of course-related material. The teacher participants felt that their involvement in the CL lessons gave them insight to understand strategies used to implement CL and practical learning opportunities on how to use it as one variant of student-centered teaching methods. As the teacher interviewees suggested, the CL lessons helped them change their mindset from traditional lecture-based teaching to a student-centered approach and transform their pedagogical practices. The results of this study suggest that CL pedagogies offer teachers with professional development opportunities for a meaningful transformation of their roles in HE classrooms. Additionally, the results have important practical implications for many HE institutions (HEIs) and their teachers who work with undergraduate students.
Highlights
A critical examination of the course outline indicated that the course did not have cooperative learning (CL) as a small group pedagogy as part of the teaching methods applied for the course
The results obtained in this study can be taken as a litmus test that demonstrates the possibility of realizing improvement in teaching practices and influences through implementing CL pedagogies in the actual classrooms
The positive improvements exhibited in this research has been the result of a thoughtful and evolving strategy based on three key principles that the researcher and the course teachers strived to put in place
Summary
Objectives of the Study1.2.1. General ObjectiveThis study aims to explore the implementation of CL as applied in the undergraduate classes, identifying the individual and institutional contexts surrounding implementation.1.2.2. Specific Objectives The specific objectives of this study include:• Develop appropriate instructional designs that could improve the quality of undergraduate students learning in Business and technology education in Universities in Ethiopia.• Identify the factors surrounding the implementation of the CL intervention while applied in the university classrooms in Ethiopia.1.2.3. Research Questions • What are the teachers’ lived experiences and interpretation of their pedagogical practices and social experiences as participants in the CL intervention program in the HE classrooms in Ethiopia? • What aspects of the CL program do teacher participants feel important to reinforce their commitment to meet their facilitation roles and what else do hinder them? • What are the factors associated with the implementation of CL in the actual classrooms in the HE in Ethiopia?
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