The impact of cooperative learning on student engagement: Results from an intervention

With an increasing awareness that many undergraduates are passive during teaching sessions, calls for instructional methods that allow students to become actively engaged have increased. Cooperative learning has long been popular at the primary and secondary level and, within recent years, higher ed...

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Bibliographic Details
Published in:Active learning in higher education 2013-11, Vol.14 (3), p.175-187
Main Author: Herrmann, Kim J
Format: Article
Language:English
Subjects:
Cooperative Learning
Denmark
Educational Practices
Foreign Countries
Instructional Effectiveness
Intervention
Learner Engagement
Learning Experience
Pretests Posttests
Quasiexperimental Design
Questionnaires
Student Attitudes
Student Participation
Study Process Questionnaire (Biggs)
Teaching Methods
Undergraduate Students
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Summary:With an increasing awareness that many undergraduates are passive during teaching sessions, calls for instructional methods that allow students to become actively engaged have increased. Cooperative learning has long been popular at the primary and secondary level and, within recent years, higher education. However, empirical evidence of the impact of cooperative learning at the university level is still limited. This study reports the result of a quasi-experimental real-life intervention with cooperative learning in an undergraduate course. In-class participation and student approaches to learning were measured before and after the intervention to assess the impact on 140 students’ engagement levels. In addition, open-ended comments were analysed, revealing what faculty adopting cooperative learning principles in higher education should be especially aware of.
ISSN:1469-7874
1741-2625
DOI:10.1177/1469787413498035