Cross-Disciplinary Analysis of Cooperative Learning Dimensions Based on Higher Education Students’ Perceptions

This paper aims to explore a student-oriented curriculum model on Renewable Energy Sources (RES), since RES is an important solution to the energy problem, and training talents with relevant skills and qualities has become a key part of our overall energy strategy. Based on Taylor Principle and PDCA Cycle Theory (Plan, Do, Check, Act), this paper proposed a “Student-centered Inquiry” RES course model together with three reference templates for the design, teaching, and evaluation processes of the course. This dissertation conducted a case study on 27 students from China University of Petroleum (East China), and the primary purpose of the study was to find out how changes in the curriculum could affect the learning effects of both high achievement students and low achievement students. By adopting the paired T-test and independent T-test, the results indicated that: (a) There was a relationship between the new curriculum model and the students’ academic performance, (b) the improvement in low-achievement students was more significant than in high-achievement students, and (c) the new curriculum model has positive effects on students in terms of knowledge transfer, methodology, reductionism, and consciousness formation. In view of the limitations of current RES related education in universities, these results can be used as templates to improve the quality of RES education.

Section: Preliminary Findings and Discussionmentioning

confidence: 63%

How to Promote University Students to Innovative Use Renewable Energy? An Inquiry-Based Learning Course Model

Wang

Guo

2021

“…Specifically, teachers of the Economics and Business show significant changes in most dimensions of CL; this discipline was one of the disciplines where group strategies had been most widely implemented before training, which could have increased motivation to undertake CL training. In the same vein, Cañabate, et al (2020) [66] state that previous exposure to this type of learning activity can foster the motivation to undertake this kind of learning. This could correlate with a better disposition towards implementing what was learned during training [20].…”

Section: Discussionmentioning

confidence: 98%

“…Cooperative learning activities in the classroom after teacher training improve students' perceptions about cooperation between peers [66]. Indeed, the interaction and social skills dimensions are encouraged when cooperative activities are properly settled (Muñoz, Hinojosa, Vega (2016) [67].…”

Section: Discussionmentioning

confidence: 99%

“…Besides, teachers' reflection and collaboration favors transferability to teaching practice. Another important implication is that the correct application of team-based methodologies, specifically cooperative learning, in university classrooms is key to developing student teamwork, a core competency within university education [66,75]. Indeed, teamwork skills are crucial for employability and for the sustainable management of human resources.…”

Section: Discussionmentioning

confidence: 99%

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Towards a Cooperative Learning Environment in Universities through In-Service Training

Hebles

Yániz-Álvarez-de-Eulate

Santos

et al. 2021

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.

“…Since there are no clear answers to sustainability problems in the real world, CL is considered to be useful in EfSD [25]. CL aims at mutual growth, and students can also improve social skills by teaching each other in small groups [26][27][28][29]. Students with diverse values interact with each other to enhance teamwork skills and creativity [30].…”

Section: Introductionmentioning

confidence: 99%

Effects of Learning Process and Self-Efficacy in Real-World Education for Sustainable Development

2021

To solve the “wicked problems” of sustainability, education for sustainable development (EfSD) that raises the young generation to become change agents is necessary. For this purpose, fieldtrips that educate students in the real world about other stakeholders are effective, but since sustainable issues do not have clear solutions, cooperative learning (CL) in which students learn from each other is useful. The purpose of this study is to clarify the influence of the learning process on learning outcomes and their influence on learning objectives in real-world EfSD using CL. A hypothesis model consisting of seven hypotheses was set up, and a questionnaire survey of high school students who participated in the real-world EfSD was conducted. Results of the structural equation modeling of data from 2441 respondents supported all seven hypotheses. Implicit learning as a learning process promotes knowledge acquisition as a learning outcome, while explicit learning enhances self-efficacy. Although knowledge acquisition promotes citizenship development as the learning objective of EfSD, self-efficacy does not promote citizenship development. Self-efficacy affects knowledge acquisition more than implicit learning. This study contributes to EfSD research by clarifying the difference in the effects of the learning process.