Exploring Teachers’ Lived Experiences of Cooperative Learning in Ethiopian Higher Education Classrooms
A Phenomenological-Case Study
Bibliographic Data
| ID | 22041823 |
|---|---|
| Authors | Tefera Tadesse (0000-0002-1770-4659, Addis Ababa University, corresponding author), Aregu Asmare (0000-0002-1450-8249, Jimma University), Hashim Ware (0000-0003-3469-2511, Jimma University) |
| Year | 2021 |
| Volume | 11 |
| Issue | 7 |
| Pages | 332 |
| Publication date | 2021-07-03 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci11070332 |
| OpenAlex | W3179720154 |
| Language | EN |
| Citations received | 3 |
| References cited | 56 |
A growing body of research indicates that teaching is the most important determinant of student learning in higher education (HE). However, HE teachers have a persistent challenge to transform pedagogical practices from a teacher-centered to a student-centered approach. In this study, the authors employed a phenomenological-case study design to examine the teachers’ lived experiences with cooperative learning (CL) pedagogies as applied in the undergraduates’ classrooms in a large public university in Ethiopia. The authors collected the relevant data from two teacher participants through both reflection and a semi-structured interview, along with document analysis of course-related material. The teacher participants felt that their involvement in the CL lessons gave them insight to understand strategies used to implement CL and practical learning opportunities on how to use it as one variant of student-centered teaching methods. As the teacher interviewees suggested, the CL lessons helped them change their mindset from traditional lecture-based teaching to a student-centered approach and transform their pedagogical practices. The results of this study suggest that CL pedagogies offer teachers with professional development opportunities for a meaningful transformation of their roles in HE classrooms. Additionally, the results have important practical implications for many HE institutions (HEIs) and their teachers who work with undergraduate students
Higher education · Interpretative phenomenological analysis · Lived experience · Mathematics education · Mindset · Pedagogy · Professional development · Qualitative research · Sociology · Teacher education · Teaching method · Computer Science · Innovative Teaching and Learning Methods · Online and Blended Learning · Psychology · Reflective Practices in Education
Teacher pedagogical beliefs
How Does Professional Development Improve Teaching?
The State of Cooperative Learning in Postsecondary and Professional Settings
Pedagogies of Engagement
Teacher learning in the context of educational innovation
Cooperative Learning
Reframing Professional Development Through Understanding Authentic Professional Learning
Teacher Technology Change
The effects of informal cooperative learning pedagogy on teaching effectiveness, task orientation, and learning satisfaction in undergraduate classrooms in Ethiopia
Teacher quality, self-efficacy, and quality teaching in Ethiopian primary schools
Psychological correlates of university students' academic performance
Document Analysis as a Qualitative Research Method
Sampling Designs in Qualitative Research
Teachers' self-directed learning and teaching experience
Teacher learning in the context of a continuing professional development programme
Learner-centred education in developing country contexts
Child-centred education and the promise of democratic learning
Cooperative Learning Returns To College What Evidence Is There That It Works
Effects of Small-Group Learning on Undergraduates in Science, Mathematics, Engineering, and Technology
An Educational Psychology Success Story
Making cooperative learning work
Effectiveness of higher diploma program for early career academics in Ethiopia
Change in university teachers' elearning beliefs and practices
A Phenomenological Research Design Illustrated
| Citations per year | 1.5 |
|---|---|
| Citation span | 2024 - 2026 (3) |
| Highly cited | No |