ادراک دانشجویان سال اول رشته مشاوره از یادگیری مشارکتی در کلاس درس

نوع مقاله: مقاله پژوهشی

نویسنده

گروه مدیریت و برنامه ریزی آموزشی دانشگاه تهران

چکیده

یادگیری مشارکتی به عنوان یکی از رویکردهای فعال یاددهی- یادگیری در یکی از کلاسهای درس رشته تحصیلی مشاوره در طول یک ترم تحصیلی در قالب ۱۴ جلسه درسی اجرا شد. هدف اصلی مطالعه شناسایی ادراک دانشجویان از اجرای یادگیری مشارکتی در کلاس درس بود. نمونه گیری برای انتخاب شرکت کنندگان به صورت هدفمند انجام شد. مشارکت کنندگان24 نفر زن و 4 نفر مرد بودند که از طریق کنکور سراسری در دانشگاه تهران پذیرفته شده بودند. آنها به صورت داوطلبانه در پژوهش شرکت کردند. مصاحبه نیمه ساختار یافته ابزار اصلی پژوهش بود. محتوای مصاحبه ها با رویکرد تحلیل موضوعی مورد تحلیل قرار گرفت. یافته ها نشان داد یادگیری مشارکتی نه تنها فرآیند یادگیری دانشجویان رشته مشاوره در درس آموزش و پرورش ابتدایی و متوسطه را تسهیل نموده و کیفیت یادگیری آنان را بهبود می بخشد بلکه در زمینه تقویت اعتماد به نفس و هیجانات مثبت، تفکر انتقادی (کنترل احساسات و خلق، بحث و گفتگو، بارش مغزی و خودارزیابی صحیح)، تعامل و همکاری موثر و پرورش حس مسولیت پذیری و رهبری کردن نیز موثر است. آشنایی اعضا هیات علمی با یادگیری مشارکتی و نظارت مستمر آنان در حین تعامل دانشجویان با یکدیگر می تواند کیفیت اجرای آن را در کلاسهای درس دانشگاه بهبود بخشد.

کلیدواژه‌ها


عنوان مقاله [English]

The perception of undergraduate students in the field of counseling on cooperative learning in the classroom

چکیده [English]

The perception of undergraduate students in the field of counseling on cooperative learning in the classroom
Mohammad Reza Keramati
Associate professor, University of Tehran

Abstract
The present article was designed to identify the perception of 28 undergraduate students of counseling about the implementation of cooperative learning in class. The participants, who were 24 women and 4 men, volunteered to participate in the study. The semi-structured interview was the main tool for research. In order to analysis the data thematic analysis was used. Participant’s experience showed that cooperative learning not only facilitates students' learning process in primary and secondary education course and improves the quality of learning, but also enhances self-confidence and positive emotions, critical thinking (control of emotions and mood, discussion, brainstorming, and self-assessment), effective interaction, and the development of sense of responsibility and leadership are also effective. Faculty members' familiarity with cooperative learning and continuous monitoring during student interaction can improve the quality of its implementation in university classes.
Keywords: cooperative learning, primary and secondary education course, field of counseling, qualitative study, thematic analysis
Abuseileek AF. (2012). Effect of computer-assisted cooperative learning methods and group size on the EFL learners’ achievement in communication skills. Computers & Education, 58 (1), 231–39.
Alghamdi, Rashed & Gillies, Robyn. (2013). The impact of cooperative learning in comparison to traditional learning (small groups) on EFL learners’ outcomes when Learning English as a Foreign Language, Asian Social Science; Vol. 9, No. 13: 19-27.
Altun, S. (2017). The effect of cooperative learning on students’ achievement and views on the science and technology course. International Electronic Journal of Elementary Education, 7 (3), 451-468.
Arendale, D. R. (2005). Postsecondary peer collaborative learning programs: annotated bibliography compiler. University of Minnesota Minneapolis, MN. Annotated Bibliography of Peer Collaborative learning Programs, June 14.
Bempechat, J., & Drago-Severson, E. (1999). Cross-national differences in academic achievement: beyond etic conceptions of children’s understandings. Review of Educational Research, 69 (3), 287-314.
Braxton, J. M., Jones, W. A., Hirschy, A. S., & Hartley, H. V., III. (2008). The role of active learning in college persistence. In J. M. Braxton (Ed.), The role of the classroom in college student persistence: New directions for teaching and learning, no. 115 pp. 71–83. San Francisco: Jossey-Bass.
Braun, Virginia, and Victoria Clarke. (2006). "Using thematic analysis in psychology." Qualitative Research in Psychology 3:2, 77-101 https://doi.org/10.1191/1478088706qp063oa.
Carr, Rodney, Palmer, Stuart & Hagel, Pauline. (2015). Active learning: The importance of developing a comprehensive measure, Active Learning in Higher Education, Vol. 16 (3), 173–186.
Chi, M. T. H., & Wylie, R. (2014). The ICAP framework: linking cognitive engagement to active learning outcomes. Educational Psychologist, 49 (4), 219-243.
Cohen, E. (1994). Designing group work: strategies for the heterogeneous classroom. New York: Teachers College Press.
Deutsch, M. (1949). A theory of cooperation and competition. Human Relations, 2, 129–152.
Foley, K., & O’Donnell, A. (2002). Cooperative learning and visual organizers: Effects on solving mole problems in high school chemistry. Asia-Pacific Journal of Education, 22 (1), 38–50.
Ghaith, G. M. (2018). Teacher perceptions of the challenges of implementing concrete and conceptual cooperative learning. Issues in Educational Research, 28 (2), 385-404.
Gillies, Robyn M. (2004). The effects of cooperative learning on junior high school students during small group learning, Learning and Instruction, 14. 197–213.
Gillies, Robyn M. et al .(2008). Teachers’ discourse during collaborative learning and their perceptions of this pedagogical practice. University of Queensland, Australia Science Direct, Teaching and Teacher Education Journal, 24 (5), 1333-1348.
Gillies, Robyn. M. (2014). Cooperative learning: Developments in research. International Journal of Educational Psychology, 3 (2), 125-140.
Gillies, Robyn. M. (2016). Cooperative learning: Review of research and practice. Australian Journal of Teacher Education, 41(3), 39-51.
Gisbert, D. D., Seuba, M. C., & Coll, M. F. (2017). Enhancing expectations of cooperative learning use through initial teacher training. International Journal of Educational Psychology, 6(3), 278-300.
Han, S. J., Lim, D. H., & Jung, E. (2019). A collaborative active learning model as a vehicle for online team learning in higher education. In Handbook of Research on Blended Learning Pedagogies and Professional Development in Higher Education, 40-59. IGI Global.
Ha¨nze, Martin & Berger Roland. (2007). Cooperative learning, motivational effects, and student characteristics: An experimental study comparing cooperative learning and direct instruction in 12th grade physics classes, Learning and Instruction, 17, 29-41.
Hattie, J. (2009). Visible learning. London: Routledge.
Herrmann KJ. (2013). Impact of cooperative learning on student engagement: Results from an intervention. Active Learning in Higher Education, 14 (3), 175–87.
Howe, T. H., Sheu, C. F., & Hinojosa, J. (2018). Teaching theory in occupational therapy using a cooperative learning: A mixed-methods study. Journal of Allied Health, 47 (1), 66-71.
Johnson, David W, Johnson, Roger. (2016). Cooperative learning and teaching citizenship in democracies, International Journal of Educational Research, 76, 162–177.
Johnson, D. W., Johnson, R., & Holubec, E. (2013). Cooperation in the classroom, 8th ed. Edina, MN: Interaction Book Company.
Johnson, D. W., & Johnson, R. T. (2009). An educational psychology success story: social interdependence theory and cooperative learning. Educational Researcher, 38 (5), 65-379.
Johnson, D., & Johnson, R. (2002). Learning together and alone: overview and meta-analysis. Asia Pacific Journal of Education, 22(1), 95–105.
Johnson, D.W. & Johnson, F. P., & Stanne, M. (2000). Cooperative learning methods: A meta-analysis. http:/www.clcrc.com/pages/cl-methods.html (accessed 29 January, 2001).
Keramati, Mohammad R. (2010). Effect of cooperative learning on academic achievement of physics course. Journal of Computers in Mathematics and Science Teaching 29 (2),1-19.
Keramati, Mohammad R. (2011). Effect of cooperative integrated reading and composition (CIRC) on reading achievement of female students. Paper presented at Global Conference on Learning and Technology, AACE, Melbourne, Australia.
Keramati Mohammad R & Saadatee, Abutaleb. (2010). Effect of cooperative learning on academic achievement of M.A students in the field of educational planning. Paper presented at Global Conference on Learning and Technology, AACE, Penang, Malaysia.
Krause, Ulrike-Marie, Stark, Robin & Mandl Heinz. (2009). The effects of cooperative learning and feedback on e-learning in statistics. Learning and Instruction, 19, 158-170.
Lee, C., Ng, M., & Phang, R. (2002). Effects of cooperative learning on elementary school children in Singapore. Asia Pacific Journal of Education, 22 (1), 3–16.
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.
Mevarech, Z., & Karmarski, B. (1997). IMPROVE: A multidimensional method for teaching mathematics in heterogeneous classrooms. American Educational Research Journal, 37, 365–394.
Millis, B. J., & Cottell, P. G., Jr. (1998). Cooperative learning for higher education faculty. Phoenix, AZ: American Council on Education/Oryx Press.
Miles, M., & Huberman, A. (1994). Qualitative data analysis: an expanded sourcebook, 2nd ed. Thousand Oaks, CA: Sage.

کلیدواژه‌ها [English]

  • Student
  • field of counseling
  • cooperative learning
  • thematic analysis