Abstract
The goal of this study is to determine the extent to which faculty training in cooperative learning (CL) transfers to university teaching, according to students’ opinions. The design was quasi-experimental, with a control group and an intervention group. During two years, 346 first-year university Business School students and 12 university teachers of four disciplines (Business and Economy, Communication, Mathematics and Knowledge Integration) took part in the study. The results show that, after specific training in CL methodology, teachers showed significant improvement in the application of several CL dimensions: social skills, evaluation, reflection, interdependence, interaction and tutoring. In addition, a multivariate analysis of variance was calculated to examine the possible interaction effect of teacher training and disciplines on CL application. The results indicate that training based on participants’ needs and context fosters transference to university teaching. Teachers from different disciplines respond differently when applying CL to the classroom after training, especially in evaluation, heterogeneity, and tutoring. The results highlight the importance of a quality faculty professional development program.
Highlights
One of the goals of sustainable development set by the United Nations [1] is to improve the quality of education
The results indicate the existence of an interaction effect between training and teaching discipline for all dimensions of Cooperative Learning Application Scale (CLAS), except for the INTERA dimension, where the differences proved non-significant
This study provides a proposal for evaluating faculty training by shifting the focus from attendee satisfaction towards its effect on the improvement of university teaching, which is the ultimate goal of teacher training [14,15,16,17]
Summary
One of the goals of sustainable development set by the United Nations [1] is to improve the quality of education. Teaching is a relevant factor of quality because, on the one hand, it reflects the psycho-pedagogical bases of the curriculum [2] and, on the other hand, it influences on students’ learning. To reach this goal, teacher training and qualification are required [2,3,4,5]. Training improves teachers’ psycho-pedagogical understanding and modifies their beliefs on the role of education as a tool for learning [10]. 1: Business and econom 2: Communication 3: Mathematics 4: KNI. An awareness session was conducted to make the lecturers aware of the relevance of CL for developing students’ teamwork competence
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