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

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  • Dolors Cañabate

    (Grup de Recerca en Educació, Patrimoni i Arts Intermèdia (GREPAI), Department of Specific Didactics, Faculty of Education and Psychology, University of Girona, 17004 Girona, Spain
    Teaching Innovation Network on Cooperative Learning, Institute of Sciences Education, University of Girona, 17003 Girona, Spain
    Authors appear in alphabetical order.)

  • Maria Luisa Garcia-Romeu

    (Teaching Innovation Network on Cooperative Learning, Institute of Sciences Education, University of Girona, 17003 Girona, Spain
    Grup de Recerca en Enginyeria de Procés, Producte i Producció (GREP), Department of Mechanical Engineering and Industrial Construction, Polytechnic School, University of Girona, 17003 Girona, Spain
    Authors appear in alphabetical order.)

  • Anna Menció

    (Teaching Innovation Network on Cooperative Learning, Institute of Sciences Education, University of Girona, 17003 Girona, Spain
    Grup de Geologia i Cartografia Ambiental (GAiA), Department of Environmental Sciences, Faculty of Sciences, University of Girona, 17003 Girona, Spain
    Authors appear in alphabetical order.)

  • Lluís Nogué

    (Grup de Recerca en Educació, Patrimoni i Arts Intermèdia (GREPAI), Department of Specific Didactics, Faculty of Education and Psychology, University of Girona, 17004 Girona, Spain
    Teaching Innovation Network on Cooperative Learning, Institute of Sciences Education, University of Girona, 17003 Girona, Spain
    Authors appear in alphabetical order.)

  • Marta Planas

    (Teaching Innovation Network on Cooperative Learning, Institute of Sciences Education, University of Girona, 17003 Girona, Spain
    Laboratori d’Innovació en Processos i Productes de Síntesi Orgànica (LIPPSO), Department of Chemistry, Faculty of Sciences, University of Girona, 17003 Girona, Spain
    Authors appear in alphabetical order.)

  • Joan Solé-Pla

    (Teaching Innovation Network on Cooperative Learning, Institute of Sciences Education, University of Girona, 17003 Girona, Spain
    Xarxes Organitzatives, Innovació i Desenvolupament d’Estratègies i Productes Turístics (ONIT), Department of Economy, Faculty of Economic and Business Sciences, University of Girona, 17003 Girona, Spain
    Authors appear in alphabetical order.)

Abstract

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.

Suggested Citation

  • Dolors Cañabate & Maria Luisa Garcia-Romeu & Anna Menció & Lluís Nogué & Marta Planas & Joan Solé-Pla, 2020. "Cross-Disciplinary Analysis of Cooperative Learning Dimensions Based on Higher Education Students’ Perceptions," Sustainability, MDPI, vol. 12(19), pages 1-17, October.
    • Handle: RePEc:gam:jsusta:v:12:y:2020:i:19:p:8156-:d:423122
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    References listed on IDEAS

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    1. Jordi Colomer & Teresa Serra & Dolors Cañabate & Remigijus Bubnys, 2020. "Reflective Learning in Higher Education: Active Methodologies for Transformative Practices," Sustainability, MDPI, vol. 12(9), pages 1-8, May.
    2. Dolors Cañabate & Georgina Martínez & David Rodríguez & Jordi Colomer, 2018. "Analysing Emotions and Social Skills in Physical Education," Sustainability, MDPI, vol. 10(5), pages 1-8, May.
    3. M. Teresa Fuertes-Camacho & Mariona Graell-Martín & Mariana Fuentes-Loss & M. Carmen Balaguer-Fàbregas, 2019. "Integrating Sustainability into Higher Education Curricula through the Project Method, a Global Learning Strategy," Sustainability, MDPI, vol. 11(3), pages 1-25, February.
    4. Marta Liesa-Orús & Cecilia Latorre-Cosculluela & Sandra Vázquez-Toledo & Verónica Sierra-Sánchez, 2020. "The Technological Challenge Facing Higher Education Professors: Perceptions of ICT Tools for Developing 21st Century Skills," Sustainability, MDPI, vol. 12(13), pages 1-14, July.
    5. Jordi Colomer & Laura Serra & Dolors Cañabate & Teresa Serra, 2018. "Evaluating Knowledge and Assessment-Centered Reflective-Based Learning Approaches," Sustainability, MDPI, vol. 10(9), pages 1-16, September.
    6. Sara Ayllón & Ángel Alsina & Jordi Colomer, 2019. "Teachers’ involvement and students’ self-efficacy: Keys to achievement in higher education," PLOS ONE, Public Library of Science, vol. 14(5), pages 1-11, May.
    7. James Ayers & Jayne Bryant & Merlina Missimer, 2020. "The Use of Reflective Pedagogies in Sustainability Leadership Education—A Case Study," Sustainability, MDPI, vol. 12(17), pages 1-21, August.
    8. Gemma Tejedor & Jordi Segalàs & Ángela Barrón & Mónica Fernández-Morilla & M. Teresa Fuertes & Jorge Ruiz-Morales & Ibón Gutiérrez & Esther García-González & Pilar Aramburuzabala & Àngels Hernández, 2019. "Didactic Strategies to Promote Competencies in Sustainability," Sustainability, MDPI, vol. 11(7), pages 1-24, April.
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    Cited by:

    1. Bach Q. Ho, 2021. "Effects of Learning Process and Self-Efficacy in Real-World Education for Sustainable Development," Sustainability, MDPI, vol. 13(1), pages 1-11, January.
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