Effectiveness of cooperative, collaborative, and interdisciplinary learning guided by software development in Spanish universities
Bibliographic Data
| ID | 21490785 |
|---|---|
| Authors | Sonia Lorente (0000-0002-5494-3325, Universitat Autonòma de Barcelona, corresponding author), Mónica Arnal-Palacián (0000-0002-7725-3917, Universidad de Zaragoza), Maximiliano Paredes-Velasco (0000-0002-4555-3771, Universidad Rey Juan Carlos) |
| Year | 2024 |
| Volume | 39 |
| Issue | 4 |
| Pages | 4467-4491 |
| Publication date | 2024-12-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | European Journal of Psychology of Education (JOURNAL) |
| Journal identifiers | ISSN: 0256-2928 • E-ISSN: 1878-5174 |
| Publisher | Springer Science and Business Media LLC (PUBLISHER) |
| DOI | 10.1007/s10212-024-00881-y |
| OpenAlex | W4400788261 |
| Language | EN |
| Citations received | 3 |
| References cited | 49 |
The European Higher Education Area (EHEA) proposes to enhance active learning and student protagonism in order to improve academic performance. In this sense, different methodologies are emerging to create scenarios for self-regulation of their learning. In this study the cooperative, collaborative and interdisciplinary learning methodologies were compared in Spanish universities. The main objectives were to evaluate their effects in higher education and to explore the relationship between perceived group cooperation and self-perceived ability to work in a group, differences between educational Spanish contexts, educational methodologies and gender. To this end, a quasi-experimental design was carried out. Data analysis included the descriptive metrics, correlations and analysis of variance to evaluate the differences among pedagogical methods, their effects on cooperative learning, teamwork outcomes and gender differences, comprising a total of 229 students in Spain from Psychology, Early Childhood Education, Primary Education and Computer Engineering completed the two questionnaires. Results showed that the highest correlation between perceived cooperative activity and self-perceived ability to work in a group was found among computer science students, especially among women, suggesting that the interdisciplinary learning focused on software tool development may be the most effective methodology to improve teamwork and cooperative learning outcomes. Despite these findings concern only to Spanish universities, limiting the generalizability of results, the interdisciplinary methodology seems promising for improving both teaching quality and teamwork skills. The learning methodologies of interdisciplinary projects may therefore need to be implemented within the framework of cooperative and collaborative methodologies
Collaborative learning · Educational psychology · Medical education · Pedagogy · E-Learning and Knowledge Management · Higher Education Teaching and Evaluation · Innovative Teaching and Learning Methods · Medicine · Psychology
Structural Equation Modeling with Mplus
Interdisciplinary engineering education
When Is It Better to Learn Together? Insights from Research on Collaborative Learning
Cutoff criteria for fit indexes in covariance structure analysis
Undergraduate Engineering and Education Students Reflect on Their Interdisciplinary Teamwork Experiences Following Transition to Virtual Instruction Caused by Covid-19
Factors affecting students’ learning performance through collaborative learning and engagement
Decision-guided chatbots and cognitive styles in interdisciplinary learning
Beyond ChatGPT
Cooperative learning as an evidence-based teaching strategy
Identifying exploration profiles for higher education and their relationship with different student variables and outcomes
Promoting interdisciplinary understanding in asynchronous online higher education courses
Improving Soft Skills Through an Interdisciplinary Approach in a Realistic Context Between Education and CS Students in an HCI Course
A critical appraisal of interdisciplinary research and education in British Higher Education Institutions
Cooperative learning and teacher education
Teamwork
Learning Experience and Socio-Cultural Influences on Female Engineering Students’ Perspectives on Engineering Courses and Careers
| Unique citing works | 3 |
|---|---|
| Citations per year | 3 |
| Citation span | 2025 - 2026 (2) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 3 |