ادراک دانشجویان از تأثیر یادگیری مشارکتی بر پیشرفت تحصیلی: پیگیری کیفی یک مطالعه آزمایشی در حوزه علوم تربیتی در دانشگاه تهران

نوع مقاله : مقاله پژوهشی

نویسندگان

1 گروه روشها و برنامه ریزی آموزشی و درسی، دانشگاه تهران

2 دانشجوی دوره دکتری مدیریت آموزشی دانشگاه آزاد اسلامی قم

10.22099/jsli.2024.7402

چکیده

پژوهش حاضر به منظور تعیین میزان تأثیر یادگیری مشارکتی بر پیشرفت تحصیلی دانشجویان و شناسایی چگونگی این تاثیرات انجام شد. ابتدا داده‌های کمّی و سپس داده‌های کیفی جمع‌آوری شدند تا اثر یادگیری مشارکتی بر پیشرفت تحصیلی دانشجویان و چگونگی این تأثیرات را شناسایی نمایند. هشتادوهشت دانشجو در مقطع کارشناسی رشته علوم تربیتی در دو گروه آزمایشی و گواه به روش نمونه‌گیری در دسترس برای مطالعه انتخاب شدند. دانشجویان گروه آزمایشی 16 جلسه از طریق رویکرد یادگیری مشارکتی آموزش داده شدند. گروه گواه نیز به روش متداول آموزش داده شدند. در پایان‌ترم دانشجویان گروه آزمایشی که تعدادشان 44 نفر بود در مصاحبه نیمه ساختاریافته شرکت کردند تا پس از مداخله، تجربیاتشان از یادگیری را بازگو نمایند. ابزار گردآوری داده‌ها آزمون معلم ساخته پیشرفت تحصیلی درس روش تدریس و برنامه‌ریزی آموزشی بود که ابتدا توسط پنج نفر از مدرسان روش تدریس در دانشگاه‌های دولتی مورد بازبینی قرار گرفت و سپس روی یک نمونه 15 نفری اجرا شد. میزان آلفای کرونباخ برای پرسشنامه های هر دو درس مطلوب گزارش گردید. نتایج نشان داد دانشجویان گروه آزمایشی در هر دو درس عملکرد بهتری دارند. ادراک دانشجویان نیز نشان داد یادگیری مشارکتی نه تنها یک محیط یادگیری همدلانه، ایمن و دلپذیر ایجاد می‌کند و مهارت‌های فردی و ارتباطی دانشجویان را تقویت می‌کند، بلکه کیفیت یادگیری آن‌ها را نیز بهبود می‌بخشد. داده‌های کیفی ضمن اینکه می‌توانند نقطه شروعی برای استفاده از سایر روش‌های کیفی نظیر مشاهده جهت درک عمیق‌تر محیط یادگیری مشارکتی فراهم سازند، به‌طور تلویحی نشان می‌دهند که یادگیری مشارکتی می‌تواند در کلاس‌های درس دانشگاه اجرا شود.

کلیدواژه‌ها

موضوعات


Ahmadi, A., Keramati, M. R., & Por Karimi, J. (2020). Female and male students’ perceptions of cooperative learning in the fields of education and counseling. Journal of Comparative Education, 4(1), 958-972.
Alavi, H. (2014). Teaching in university and school. Bostan Ketab Press. [In Persian].
Al-Sheeb, B. A., Hamouda, A. M., & Abdella, G. M. (2019). Modeling of student academic achievement in engineering education using cognitive and non-cognitive factors. Journal of Applied Research in Higher Education, 11(2), 178-198.
‏Baloche, L., & Brody, C. M. (2017). Cooperative learning: Exploring challenges, crafting innovations. Journal of Education for Teaching, 43(3), 274-283. https://doi.org/10.1080/02607476.2017.1319513
Beckers, R., Van der Voordt, T., & Dewulf, G. (2016). Why do they study there? Diary research into students’ learning space choices in higher education. Higher Education Research & Development35(1), 142-157.‏
Behrangi, M. R. (2012). The creativity model of management education. Forth Iranian Conference of Educational Creatology: Creative Learning & instruction. Mashhad, Iran. [In Persian]
Braun, V., & Clarke, V. (2019). Reflecting on reflexive thematic analysis. Qualitative Research in Sport, Exercise & Health, 11(4), 589-597. https://doi.org/ 10.1080/2159676X.2019.1628806
Buchs, C., Filippou, D., Pulfrey, C., & Volpé, Y. (2017). Challenges for cooperative learning implementation: Reports from elementary school teachers. Journal of Education for Teaching43(3), 296-306.‏
Cámara-Zapata, J. M., & Morales, D. (2020). Cooperative learning, student characteristics, and persistence: an experimental study in an engineering physics course. European Journal of Engineering Education45(4), 565-577.‏
Chi, M. T. H., & Wylie, R. (2014). The ICAP framework: linking cognitive engagement to active learning outcomes. Educational Psychologist, 49 (4), 219-243.
Choudhury, S., & Pattnaik, S. (2020). Emerging themes in e-learning: A review from the stakeholders' perspective. Computers & Education, 144(6), 103-657.
Cohen, E., Ben-Zvi, D., & Hod, Y. (2023). Visions of the good in computer-supported collaborative learning: unpacking the ethical dimensions of design-based research. International Journal of Computer-Supported Collaborative Learning18(1), 135-143.‏
Creswell, J. W., & Plano Clark, V. L. (2018). Designing and conducting mixed methods Research, 2nd ed. Sage, Thousand Oaks, CA.
Dendup, T., & Onthanee, A. (2020). Effectiveness of cooperative learning on English communicative ability of 4th grade students in Bhutan. International Journal of Instruction, 13(1), 255-266.
Emmer, E. T., & Evertson, C. M. (2012). Classroom management for middle and high school teachers (9th Ed.). NJ: Pearson.
Erdogan, F. (2019). Effect of cooperative learning supported by reflective thinking activities on students’ critical thinking skills. Eurasian Journal of Educational Research, 80, 89-112.
Estébanez, R. P. (2017). An approach to cooperative learning in higher education: A comparative study of teaching methods in engineering. Eurasia Journal of Mathematics Science and Education, 13(5), 1331-1340.
 Ferguson-Patrick, K. (2020). Cooperative learning in Swedish classrooms: Engagement and relationships as a focus for culturally diverse Student. Educational Sciences, 10(11), 312.
Garcia, C., & Privado, J. (2023). Predicting cooperative work satisfaction of autonomous groups using a wiki tool in higher education. Interactive Learning Environments, 31(1), 117-128.
Gillies, R.M. (2004). The effects of cooperative learning on junior high school students during small group learning. Learning and Instruction, 14(2), 197-213.
Gillies, R. M. (2013). Productive academic talk during inquiry-based science. Pedagogies: An International Journal8(2), 126-142.‏
Gillies, R. M. (2016). Cooperative learning: Review of research and practice. Australian Journal of Teacher Education, 41(3), 39-51.
Gillies, R. M. (2020). Dialogic Teaching during cooperative inquiry-based science: A case study of a year 6 classroom. Education Sciences10(11), 328. https://doi.org/ 10.3390/educsci10110328
Gisbert, D. D., Mariona, C. S., & Marta, F. (2017). Enhancing expectations of cooperative learning use through initial teacher training. International Journal of Educational Psychology, 6(3), 278- 300.
Howe, T. H., Sheu, C. F., & Hinojosa, J. (2018). Teaching theory in occupational therapy using cooperative learning: A mixed-methods study. Journal of Allied Health, 47(1), 66-71.
Johnson, D. W., & Johnson, R. T. (2009). An educational psychology success story: Social interdependence theory and cooperative learning. Educational Researcher, 38, 365-379. https:// doi.org/10.3102/0013189X09339057
Johnson, G. J., & Johnson, W. R. (2000). Perceived overqualification and dimensions of job satisfaction: A longitudinal analysis. The Journal of psychology134(5), 537-555.‏
Kayzouri, A. H., Mohammadi Hoseini, S. A., & Soleimani, E. S. (2019). Students' perceptions of the faculty members’ teaching competence (Case study: Ferdowsi University of Mashhad). Journal of Research in Teaching, 7(4), 107-131. [In Persian]
Keramati, M. R. (2005). Cooperative learning: The best teaching models. Mashhad: Ansar and Fara Publications. [In Persian]
Keramati, M. R. (2010). Effect of cooperative learning on academic achievement of physics course. Journal of Computers in Mathematics and Science Teaching, 29(2), 155-173.
Keramati, M. R. (2019). Classroom management in secondary school. Tehran: Zangeh Shad Publications. [In Persian]
Keramati, M. R. (2020). The perception of undergraduate students in the field of counseling on cooperative learning in the classroom. Journal of Research in Teaching, 8(1), 1-18. [In Persian]
Keramati, M. R., & Gillies, M. R. (2021). Constraints of cooperative learning in university classrooms: A qualitative study in Iran and Australia. Iranian Journal of Comparative Education, 4(1), 958-972.
Keramati, M. R., & Hosseini, B. M. (2008). The effect of cooperative learning on students' academic achievement in physics. Journal of Psychology and Educationa, 38(2), 147-166. [In Persian]
Keramati, M. R., & Shalbaf, A. (2017). Teaching-learning with a metacognitive approach in universities and higher education institutions. Tehran: Zendegi Shad Publications. [In Persian]
Khakbaz, A. (2017). The Challenges of cooperative learning in academic teaching. Journal of Research in Teaching, 5(2), 35-50. [In Persian]
Khaliq Khah, A., Rezaee Sharif, A., Zahid Babolan, A., & Hashemi, S. Z., (2014). Investigating the effectiveness of Jigsaw-type cooperative learning on self-regulation and academic motivation of elementary school students. Studies in Learning & Instruction, 7(2), 154-182. [In Persian]
Kimmelmann, N., & Lang, J. (2019). Linkage within teacher education: cooperative learning of teachers and student teachers. European Journal of Teacher Education, 42(1), 52-64.
Le, H., Janssen, J., & Wubbels, T. (2018). Collaborative learning practices: teacher and student perceived obstacles to effective student collaboration. Cambridge Journal of Education48(1), 103-122.‏
Masek, A. (2019). Mode and dimension of facilitation in student-centered learning approach: a comparison of teaching experience. International Journal of Active Learning, 4(1), 24-32.
McKeachie, W., &  Svinicki, M. (2014). McKeachie's teaching tips: strategies, research, and theory for college and university teachers, 14th Edition, Belmont, California: Wadsworth, Cengage Learning.
Millis, B. J. (2010), Cooperative learning in higher hducation, Stylus Publishing, Washington, DC.
Musapour, N. (2014). About university teaching. Tehran: Imam Sadiq University Publications. [In Persian]
Navarro-Pablo, M., & Gallardo-Saborido, E. J. (2015). Teaching to training teachers through cooperative learning. Procedia-Social and Behavioral Sciences, 180, 401-406. https://doi.org/ 10.1016/j.sbspro.2015.02.136
‏Nicole, K., & Johannes, L. (2019). Linkage within teacher education: cooperative learning of teachers and student teachers. European Journal of Teacher Education, 42(1), 52-64.
O'Connor, C., Michaels, S., Chapin, S., & Harbaugh, A. G. (2017). The silent and the vocal: Participation and learning in whole-class discussion. Learning and Instruction, 48(3), 5-13.
Ryan, G. W., & Bernard, H. R. (2003). Techniques to identify themes. Field Methods, 15(1), 85–109. https://doi.org/10.1177/1525822X02239569
Sanaie, N., Vasli, P., Sedighi, L., & Sadeghi, B. (2019). Comparing the effect of lecture and Jigsaw teaching strategies on the nursing students’ self-regulated learning and academic motivation: A quasi-experimental study. Nurse Education Today, 79, 35-40.
Swanson, E., McCulley, L. V., Osman, D. J., Lewis, N. S., & Solis, M. (2019). The effect of team-based learning on content knowledge: A meta-analysis. Active Learning in Higher Education, 20(1) 39–50.
Tracy, S. J. (2019). Qualitative research methods: Collecting evidence, crafting analysis, communicating impact, New Jersey: John Wiley & Sons.
Troussas, C., Giannakas, F., Sgouropoulou, C., & Voyiatzis, I. (2023).  Collaborative activities recommendation based on students’ collaborative learning styles. Interactive Learning Environments, 31(1), 54-67. https://doi.org/ 10.1080/10494820.2020.1761835
Van Ryzin, M. J., & Roseth, C. J. (2018). Cooperative learning in middle school: A means to improve peer relations and reduce victimization, bullying, and related outcomes. Journal of Educational Psychology, 110(8), 1192–1201. http://doi.org/10.1037/edu0000265
Westwood, P. (2008). What teachers need to know about teaching methods? Australia: ACER Press.