Cooperative Learning in Vietnam and the West–East educational transfer

Nguyen-Phuong-Mai, Mai; Terlouw, C.; Pilot, Albert

doi:10.1080/02188791.2012.685233

Cited by 25 publications

(8 citation statements)

References 26 publications

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“…For example, Dahl (2010) suggests that expecting different and high levels of thought can be stressful and intimidating for some students when it challenges the learners' habits and beliefs about learning. Nguyen-Phuong-Mai et al (2012) discussed the cultural appropriateness of cooperative learning in Vietnam and raised several issues that are relevant to PBL. These include issues of power relationships between teachers and students, the change in student-to-student communication, and issues centering on group work and cooperative learning such as group dynamics and group harmony.…”

Section: Discussionmentioning

confidence: 99%

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Transporting Problem Based Learning to the Gulf Cooperation Council Countries (GCC): Using Cultural Scripts to Analyze Cultural Complexities

Romanowski¹,

Karkouti²

2021

ijpbl

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The globalization of education has increased large-scale education reforms worldwide. Over the past 15 years, Gulf Cooperation Council Countries (GCC) have invested significant resources in reforming their education systems. This has led to extensive borrowing of pedagogical approaches to initiate and implement educational change. This article evokes several cultural learning scripts to identify the challenges that arise when pedagogical approaches are adopted and implemented. Specifically, problem-based learning (PBL) is examined against the backdrop of these cultural scripts to examine the cultural complexities of PBL in a GCC context. Discussion is provided that addresses several fundamental concerns that should be considered in order to reduce the cultural challenges and improve the implementation of PBL in GCC contexts. trends towards collaborative tools, while also describing opportunities and challenges with digital literacy. Finally, teachers described strategic approaches to assessment in light of the ill-structured problems posed by PBL. Implications for practice and theory are discussed.

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Section: Discussionmentioning

confidence: 99%

“…Institutional and classroom restraints must be considered when implementing PBL. Nguyen- Phuong-Mai et al (2012) point out other concerns, such as group work that would be used in PBL. These include class sizes.…”

Section: Discussionmentioning

confidence: 99%

Transporting Problem Based Learning to the Gulf Cooperation Council Countries (GCC): Using Cultural Scripts to Analyze Cultural Complexities

Romanowski¹,

Karkouti²

2021

ijpbl

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“…Though participants from China were more positive towards their experiences of group discussions and presentations, they expressed confusion resulting from a lack of knowing correct answers from group work, therefore they preferred to use group work to digest and better understand information from lectures, instead of creating new knowledge together. While collaborative learning is suggested as a way to reduce insecurity and stress during the initial exposure to innovative learning methods (Bédard et al, 2012), previous studies also suggest that collaborative team work can be constrained in certain environments where collaboration is culturally understood differently from its intended goals (Nguyen-Phuong-Mai, Terlouw, & Pilot, 2012). It takes more time than expected to develop collaborative learning skills in a social cultural context where lectures remain the prevailing methods of teaching and learning (Du, Su, & Liu, 2013, Zhao, Zhang, & Du, 2017Zhao & Zheng, 2014).…”

Section: Discussionmentioning

confidence: 99%

Active learning engagement in teacher preparation programmes - A comparative study from Qatar, Lebanon and China

Chaaban²,

Sabah

et al. 2020

Asia Pacific Journal of Education

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This study investigated student teachers' preferred active learning strategies, and those which they actually received during their teacher preparation programmes. An explanatory mixed methods research design was adopted, including a survey completed by 308 participants and group interviews involving 38 participants. Data were gathered from student teachers completing their university education in three countries: Qatar, Lebanon, and China. Results indicated the prevalence of and a preference for a passive mode of instruction among student teachers as a convenient approach that would guarantee good grades from assessment procedures favouring memorization. Further, several inconsistencies between the quantitative and qualitative data revealed challenges in reconciling the theory-practice gap, changing perceptions towards alternative teacher roles, and realigning assessment procedures with innovative teaching methods.

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“…Cooperative learning aims to let students achieve academic and social goals based on role division (Johnson, 2009; Law, 2014; Svechkarev and Grygorovych, 2016) or accountability towards individually assigned tasks (de Beer and Petersen, 2017), rewards (Johnson, 2009; Sears and Pai, 2012; Slavin, 2015; Unrau et al, 2015) and sometimes competition between groups (Slavin, 2015; Svechkarev and Grygorovych, 2016; Williams and Sheridan, 2010). In many South East Asian countries, where the authors have been collaborating with teachers, cooperative learning has been introduced, such as in Indonesia (Harjanto et al, 2017; Khong et al, 2017), Singapore (Jacobs and Renandya, 2019; Koh et al, 2007), Thailand (Kijkuakul, 2019) and Vietnam (Nguyen-Phuong-Mai, 2018; Nguyen-Phuong-Mai et al, 2012).…”

Section: Introductionmentioning

confidence: 99%

Issues in introducing collaborative learning in South East Asia: A critical discussion

Saito

Takahashi²,

Wintachai

et al. 2020

Management in Education

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In many South East Asian countries, group learning has been introduced as a method to reform classroom practices. Cooperative learning in particular, based on role division, rewards and competition, is highly popular. On the other hand, collaborative learning, the other type of group learning, based on mutual consultation and help-seeking without the structures of cooperative learning, is a challenge to introduce. The aim of this essay is to discuss the reasons why teachers in South East Asia face difficulty in adjusting to collaborative learning. Three issues are discussed, namely (1) students’ reluctance to ask what they do not know due to the lesson structure and negative psychological effects; (2) difficulty in creating sufficiently challenging tasks for students to have mutual consultation, due to the teachers’ insufficient experience in academic inquiry and expertise in their disciplines; and (3) connecting their learning from observation and reflection with their own teaching.

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Cooperative Learning in Vietnam and the West–East educational transfer

Cited by 25 publications

References 26 publications

Transporting Problem Based Learning to the Gulf Cooperation Council Countries (GCC): Using Cultural Scripts to Analyze Cultural Complexities

Transporting Problem Based Learning to the Gulf Cooperation Council Countries (GCC): Using Cultural Scripts to Analyze Cultural Complexities

Active learning engagement in teacher preparation programmes - A comparative study from Qatar, Lebanon and China

Issues in introducing collaborative learning in South East Asia: A critical discussion

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