University students’ perceptions of a holistic care course through cooperative learning: implications for instructors and researchers

The benefits of cooperative learning have been advocated in a wide range of educational contexts in higher education. There is, however, rare information on the contributions of holistic education courses on college students. Using grounded theory methods, this preliminary study was to explore parti...

Full description

Saved in:
Bibliographic Details
Published in:Asia Pacific education review 2010, 11(2), , pp.199-209
Main Authors: Pan, Peter Jen Der, Pan, Gloria Huey-Ming, Lee, Ching-Yieh, Chang, Shona Shih Hua
Format: Article
Language:English
Subjects:
Cognitive Processes
College Students
Cooperative Learning
Education
Educational Environment
Educational Strategies
Grounded Theory
Holistic Approach
Independent Study
Learning Experience
Learning Processes
Learning Strategies
Lifelong Learning
Reading Materials
Student Attitudes
Student Development
Teaching Methods
Transfer of Training
교육학
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:The benefits of cooperative learning have been advocated in a wide range of educational contexts in higher education. There is, however, rare information on the contributions of holistic education courses on college students. Using grounded theory methods, this preliminary study was to explore participants’ perceptions of a holistic care course through cooperative learning. The results indicated that five primary categories including learning environment construction, multiple learning processes, cognitive change, solitary learning and transfer, and personal growth emerged as prominent and consistent themes. Moreover, positive and negative feelings about the learning experience, a greater understanding of holistic knowledge, and an enlargement of the experiences of connecting to others were also found. Finally, a pattern of university students’ construction of holistic knowledge was developed, and several research questions were generated. Future implications for research and practice on the holistic curriculum and cooperative learning in higher education were also suggested.
ISSN:1598-1037
1876-407X
DOI:10.1007/s12564-010-9078-0