Abstract:

Cooperative learning is a process in which learners construct knowledge by interacting with others while taking responsibility for the knowledge created. Peer learning is focused on the student and is based on integrating the students in transferring the academic content as part of the learning activity.

The purpose of the study is to present a framework for an online course in curriculum planning that encourages cooperative learning and peer learning. This learning poses new challenges compared to learning in a face-to-face classroom. The first significant challenge is the ability of pre-service teachers to communicate effectively in virtual environments. The gap can be reflected in the technical aspect of digital literacy and the human challenge - the relationship between one person and another in consolidating knowledge and designing a learning environment.

Qualitative research is of the case study type that allows to deepen and investigate processes that occur at a certain time and in a certain place and to reach insights about learning within the limits of the case.

42 second year students participated in the course. The research tools included an analysis of reflections written during the course and semi-structured in-depth zoom interviews that took place about six months after the end of the course and the publication of the grades.

The learning process was carried out simultaneously in 7 different working groups in the course. Each group consisted of six students.

The findings will be presented starting with the selection of the subject in cooperative learning, the unification of knowledge into a collective and coherent one, and the development of a virtual learning environment. The sequel will present insights from the colleagues' learning. The students examined the different learning environments and chose to study two of the six options (it is impossible to select the group to which they belonged). Emily's testimony: "It was difficult for me to choose. I liked the subject of art, but one group did an escape room on the subject of social-emotional learning (SEL), and another dealt with educational leadership, which interested me."

The research findings indicate that the course planning studies in its online format enabled significant learning results. The students learned at their own pace, joined to be part of a team and developed a sense of pride in the design of the content and the framework of the learning environment.

At the same time, alongside the advantages, cooperation in the online space where the time dimension is flexible and demanding, often created friction. Each student is used to a learning pace and strategy that he has adapted to himself over the years. Sometimes, the learning styles clash and harm the learning atmosphere and allowance. The placement of the student's individual knowledge with the group's collective knowledge illustrated the complexity created. In a face-to-face class, the process is done naturally in the classroom. In contrast, in an online class, it is relatively complex due to the additional internet mediation, which requires the learners to be self-directed along with controlling technology.

In the second part of the course, the students were required to be active and critical of the information presented. In conclusion, this learning strategy fosters discussion of diverse ideas and promotes active interaction as an integral part of learning and knowledge development.

Keywords:

Curriculum Innovation, education, development.