El aprendizaje cooperativo en la universidad. valoración de los estudiantes respecto a su potencialidad para desarrollar competencias

García-Ruiz, María Rosa; Fernández, Natalia González

doi:10.23913/ride.v4i7.89

Cited by 5 publications

(6 citation statements)

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“…Moreover, the education degree at the University of Girona traditionally employs these types of collaborative activities. They are gradually introduced in the second year in PE, increasing to a number of CL activities in several final year subjects, e.g., PED and PEDR, a fact that may explain why the results obtained are higher than those of the initial year subjects [50,[55][56][57][58].…”

Section: Discussionmentioning

confidence: 99%

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

et al. 2020

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This study analyzes the perception, mainly on motivation, interpersonal relationships, and learning outcomes, of higher education students from seven university disciplines derived from Cooperative Learning (CL) activities undertaken in the course of their degree studies. The cross-disciplinary dimensional analysis on cooperative learning included students’ motivation, academic performance, students’ relationships within cooperative groups, group organization, and teacher involvement. The study was carried out using a questionnaire validated by a number of CL experts. The subsequent analysis of a sample of 162 student’s perceptions on the CL dimensions provided first, positive students’ perceptions regarding satisfaction, motivation, learning outcomes, and interpersonal relationships, and second, that differences between university degrees on CL were significant, suggesting a strong dependence of cooperative dimensions on the implemented approach.

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Section: Discussionmentioning

confidence: 99%

“…CL is employed in various disciplines within the higher education system, although the majority of research on CL is carried out within faculties of education [50,[55][56][57]. In all fields, CL is present in the learning objectives and content of the degree studies.…”

Section: Introductionmentioning

confidence: 99%

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

et al. 2020

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“…Entendemos que la reflexión y el análisis de todos estos elementos es una necesidad para que el contexto de la Educación Superior pueda llegar a asegurar un proyecto complementario que dé respuesta a las demandas y necesidades sociales en el siglo XXI.En este ámbito, son muchos los autores y especialistas que destacan la gran relevancia del aprendizaje cooperativo y como el alumno aprende como resultado de la interacción y el trabajo con otros sobre todo en el contexto de la Educación Superior(Prieto, 2007;León del Barco y Latas, 2007;Pujolás, 2008;Guerra, 2011;Camilli, López y Barceló, 2012, Torrego y Negro, 2012 Swart, 2013;García y González, 2013;Zariquiey, 2016), entre otros. Todos ellos coinciden en que el aprendizaje cooperativo es aquel que propone que los estudiantes deben trabajar juntos para el logro de un objetivo común, mediante el uso instructivo de grupos pequeños para que los estudiantes trabajen juntos, y es que la interacción entre iguales actúa como motor de aprendizaje, cobrando especial importancia en la construcción del conocimiento.…”

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El Uso Del Juego Y La Metodología Cooperativa en La Educación Superior: Una Alternativa Para La Enseñanza Creativa

Candel¹

2019

Artseduca

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The rise of ICT and new teaching strategies in the European Higher Education Area (EHEA) demand a structural change in the way of conceiving the teaching-learning process in higher education. For this reason, it is necessary to encourage the formation of the university students-future teachers of primary education-as experts in the use of technological tools. In this context, we propose a proposal for educational innovation, which unites the learning based on the Games (AbJ) and the cooperative and communicative methodology, with the purpose of educating in the knowledge, competencies and skills marked in the curriculum of musical education.. It aims to improve the teaching praxis allowing a more motivating and meaningful learning to the students to improve their didactic process through the development of the digital competition and the gamification. The results of our research show the effectiveness of the cooperative and recreational methodology, which is presented as an alternative.

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Section: Introductionmentioning

confidence: 99%

“…This phenomenon contributed to the emergence of new approaches associated with relations, attitudes and solidary values such as cooperative learning, which seeks to impulse adaptation to the work and social environment of the student by emphasizing group work [7]. Some of the purposes of this approach are: to encourage the active participation of the student in the learning process; to increase learning via student-student interaction, to promote independent learning, to develop leadership skills, and to prepare the student as a citizen of the current work environment [8].In a similar way, the impact of existing challenges that are faced by the educational field has been analysed by using tools that study in the future. One of these tools is the prospective, which consists of both pre-active and pro-active actions that aim to identify specific situations and then react accordingly to achieve desired changes through the adaptation of the actors involved [9].…”

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confidence: 99%

Application of the role-play technique for the promotion of cooperative learning in academic programs

Martelo¹,

Gomez²,

Castillo³

2017

IJET

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Abstract-The aim of this research was to promote the development of cooperative learning in university academic programs through the application of the role-play techniques, which contribute to the formation of cooperative behaviours. A model that specifies the actions done, based on in a preexperimental design was implemented that disposed of a pre-test and post-test to evaluate the impact of the technique. Based on a case study focused on the Systems Engineering program at the University of La Guajira -Colombia, it was obtained as the result the appropriation of significant learning related to software development methodologies in 20 students of the Software Engineering II course. The application of the technique allowed the knowledge appropriation of each role assigned within of a software development project through SCRUM methodology.Keyword -Cooperative learning, meaningful learning, role-play, software development methodologies, academic program. I. INTRODUCTIONHigher education is considered a mean to promote the development and consolidation of the countries. There are many ways in which Higher Educational Institutions (HEI) can contribute to particular environments within their contexts [1]. Thus, awareness of the changes that are triggered by aspects such as technology, science and innovation developments, becomes of high importance for these organizations. The above with the purpose of encouraging students to develop abilities which allow them to confront all kinds of situations [2].The teaching approach represents one of the fundamental aspects of fulfilling such objective, as it makes it possible for the students to learn by involving their previous knowledge and motivations as a function of their own personal and professional projects [3]. This approach appeals to the interest and enthusiasm of the students, which depends on factors including content, presentation and instructor-student relation. These, in turn, are influenced by time, the number of students and the instructor's abilities [4]. However, teaching methods and techniques are often based on traditional education systems where students receive knowledge as al unalterable, unquestionable truth [5]. This situation leads to the standardization of knowledge transmission and reception in a limited way which does not cover personal meanings and transform potential components into secondary ones [6].The above, along with new scenarios that are constantly faced by Higher Educational Institutions, has led to the search of new teaching and learning perspectives where the student could construct his own knowledge. This phenomenon contributed to the emergence of new approaches associated with relations, attitudes and solidary values such as cooperative learning, which seeks to impulse adaptation to the work and social environment of the student by emphasizing group work [7]. Some of the purposes of this approach are: to encourage the active participation of the student in the learning process; to increase learning via student-student interaction, to ...

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El aprendizaje cooperativo en la universidad. valoración de los estudiantes respecto a su potencialidad para desarrollar competencias

Cited by 5 publications

References 1 publication

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

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

El Uso Del Juego Y La Metodología Cooperativa en La Educación Superior: Una Alternativa Para La Enseñanza Creativa

Application of the role-play technique for the promotion of cooperative learning in academic programs

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