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

Abstract

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.

Inclusive learning strategies at university: the perspective of Spanish faculty members from different knowledge areas (Estrategias de aprendizaje inclusivo en la universidad: la perspectiva del profesorado español de distintas áreas de conocimiento)

“…In other educational stages, it is more common for teachers to be trained in cooperative learning; in HE, however, it is less frequent. Faculty members should therefore be provided with training in cooperative techniques (Hebles et al, 2021).…”

“…En otras etapas educativas, suele ser más común que los profesores reciban formación en aprendizaje colaborativo, sin embargo, en la Educación Superior es menos habitual. Por tanto, el profesorado debería tener acceso a formación en técnicas de aprendizaje cooperativo (Hebles et al, 2021).…”