The role of cooperative learning in a competitive setting : case studies of multiple disciplines in a post-secondary institution

Abstract

This thesis sets out to explore cooperative learning practices in a post-secondary institution in Hong Kong. Cooperative learning (CL) refers to a learning process when students are encouraged to achieve common goals by working together. It is claimed that CL is an effective pedagogical strategy across multiple disciplines. This study draws on qualitative and quantitative data. This study includes 16 interdisciplinary case studies in which teachers’ perceptions and implementation of cooperative learning practices have been recorded and analysed. A total of 390 students enrolled an Associate Degree programme and majoring in Communication, Arts and Languages, Applied Science, Social Sciences, and Business were involved. 242 students completed an online questionnaire, and 92 students were interviewed. The data were used to examine the students’ reactions to and participation in CL practices. To capture the learning and teaching experiences from different perspectives, data were also collected through 38 classroom observations and interviews with 16 lecturers at different stages during the study. Their teaching materials and college documents were also analysed and inspected. The qualitative findings reflect that both academic setting and assessment policy are influential factors in cooperative learning and teaching of cooperative learning in the classrooms. They also indicate that most lecturers mainly applied cooperative learning as a means of assessing students. The constraints arising from the institution’s policies and culture and students’ expectations from teachers could result in teacher-centred lectures in an exam-oriented setting. Rarely did lecturers use cooperative learning as a classroom pedagogy to monitor students’ learning, facilitate formative feedback, and cultivate their autonomy. The quantitative data suggest students generally had a negative orientation towards CL practices. Most considered cooperative learning could be a possible technique for assessment preparation. From the qualitative data, students primarily had more psychological benefits than academic or social gains. Confirmed strengths of CL included the development of social expansion and psychological reliance. While students appreciated the value of group study for revision, they strongly opposed the idea of having group assessments replacing individual ones. This thesis details and documents a comprehensive examination of five different major subjects in a post-secondary institute. The interrelated factors influencing the application of cooperative learning from this institution contribute to culturally-appropriate guidelines for post-secondary teachers and education researchers seeking to optimise their implementation of cooperative learning models in the classroom. The theoretical significance of this study reinforces Johnson and Johnson’s (2014) cooperative learning model – facilitating positive interdependence, enforcing individual and group accountability, sustaining promotive interaction, cultivating interpersonal and small group skills, as well as encouraging group processing. The study’s practical significance is five-fold. First, it advocates developing CL and assessment literacies. Second, it asserts there should be an alignment of assessments with CL practices. Third, practitioners should adopt a fairer grading system for CL work. Fourth, there should be an enhancement of peer feedback in CL. Last but not least, teachers should adopt technologies to facilitate effective group work.