About this paper

Appears in:
Pages: 5919-5926
Publication year: 2017
ISBN: 978-84-697-3777-4
ISSN: 2340-1117
doi: 10.21125/edulearn.2017.2333

Conference name: 9th International Conference on Education and New Learning Technologies
Dates: 3-5 July, 2017
Location: Barcelona, Spain

USE AND PERCEPTION OF COOPERATIVE LEARNING BY COLLEGE FACULTY

M. Hunter

Southwest Tennessee Community College (UNITED STATES)
This study examined the use and perceptions of cooperative learning by college faculty members of a two year college. The study used the survey method to collect information as part of a quantitative, descriptive research. Participants for the research were 148 faculty members who taught students in traditional face-to-face classes at the college.

Cooperative learning is an instructional method that allows students to work in small groups to promote their learning and the learning of their peers. This instructional method is identified as a pedagogical and andragogical strategy that increases academic and social skills of students. There is limited evidence of substantial use of cooperative learning, as an instructional strategy, in undergraduate learning environments of higher education. However, the diverse student population in many undergraduate programs suggests that cooperative learning could be an effective instructional strategy for this level of education.

The research findings indicated that only 17% of participating faculty members used cooperative learning on regular bases. However, for the faculty who used cooperative learning, the quality in their use was considerable higher, with a reported 50% “largely" structuring classes on regular bases to allow students to work actively together. Sixty seven percent of the faculty reported that their students were at least "largely" engaged in their learning groups, utilizing positive interdependence, one of the key principles of cooperative learning. Sixty seven percent of faculty also reported that their students at least "largely" completed their required share of work, thus demonstrating individual accountability, another key cooperative learning principle.

For the study, faculty perceptions were grouped in categories of perceived value of cooperative learning, cost of implementation, and expectancy of success. The study indicated that the faculty members perceived cooperative learning as a valued teaching strategy that was not costly to implement. Therefore, faculty had high expectancy for success of cooperative learning as an instructional strategy.
@InProceedings{HUNTER2017USE,
author = {Hunter, M.},
title = {USE AND PERCEPTION OF COOPERATIVE LEARNING BY COLLEGE FACULTY},
series = {9th International Conference on Education and New Learning Technologies},
booktitle = {EDULEARN17 Proceedings},
isbn = {978-84-697-3777-4},
issn = {2340-1117},
doi = {10.21125/edulearn.2017.2333},
url = {http://dx.doi.org/10.21125/edulearn.2017.2333},
publisher = {IATED},
location = {Barcelona, Spain},
month = {3-5 July, 2017},
year = {2017},
pages = {5919-5926}}
TY - CONF
AU - M. Hunter
TI - USE AND PERCEPTION OF COOPERATIVE LEARNING BY COLLEGE FACULTY
SN - 978-84-697-3777-4/2340-1117
DO - 10.21125/edulearn.2017.2333
PY - 2017
Y1 - 3-5 July, 2017
CI - Barcelona, Spain
JO - 9th International Conference on Education and New Learning Technologies
JA - EDULEARN17 Proceedings
SP - 5919
EP - 5926
ER -
M. Hunter (2017) USE AND PERCEPTION OF COOPERATIVE LEARNING BY COLLEGE FACULTY, EDULEARN17 Proceedings, pp. 5919-5926.
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