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

Author

Listed:
  • Melany Hebles

    (Faculty of Administration and Economy, Universidad Católica de la Santísima Concepción, Concepción 4090541, Chile)

  • Concepción Yániz-Álvarez-de-Eulate

    (Department of Teaching and Curriculum Development, University of Deusto, 48007 Bilbo, Spain)

  • Manuel Alonso-Dos-Santos

    (Faculty of Administration and Economy, Universidad Católica de la Santísima Concepción, Concepción 4090541, Chile
    Marketing and Market Research Department, Faculty of Economics and Business Administration, University of Granada, 18010 Granada, Spain)

  • Lourdes Villardón-Gallego

    (Department of Teaching and Curriculum Development, University of Deusto, 48007 Bilbo, Spain)

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.

Suggested Citation

  • Melany Hebles & Concepción Yániz-Álvarez-de-Eulate & Manuel Alonso-Dos-Santos & Lourdes Villardón-Gallego, 2021. "Towards a Cooperative Learning Environment in Universities through In-Service Training," Sustainability, MDPI, vol. 13(3), pages 1-17, January.
    • Handle: RePEc:gam:jsusta:v:13:y:2021:i:3:p:1112-:d:484664
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    References listed on IDEAS

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    1. Jurgita Lenkauskaitė & Jordi Colomer & Remigijus Bubnys, 2020. "Students’ Social Construction of Knowledge through Cooperative Learning," Sustainability, MDPI, vol. 12(22), pages 1-24, November.
    2. Salvador Baena-Morales & Daniel Jerez-Mayorga & Francisco Tomás Fernández-González & Juan López-Morales, 2020. "The Use of a Cooperative-Learning Activity with University Students: A Gender Experience," Sustainability, MDPI, vol. 12(21), pages 1-12, November.
    3. Chip Baumgardner, 2015. "Cooperative Learning as a Supplement to the Economics Lecture," International Advances in Economic Research, Springer;International Atlantic Economic Society, vol. 21(4), pages 391-398, November.
    4. Marcel Bassachs & Dolors Cañabate & Teresa Serra & Jordi Colomer, 2020. "Interdisciplinary Cooperative Educational Approaches to Foster Knowledge and Competences for Sustainable Development," Sustainability, MDPI, vol. 12(20), pages 1-17, October.
    Full references (including those not matched with items on IDEAS)

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