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Open Access
Article
Publication date: 20 June 2022

Norman Rudhumbu

Creating suitable learning conditions in university classrooms continues to be a topical issue in higher education. The above means that a continued search for innovative teaching…

Abstract

Purpose

Creating suitable learning conditions in university classrooms continues to be a topical issue in higher education. The above means that a continued search for innovative teaching and learning strategies in universities remains a priority issue. The study therefore investigated conditions that facilitate the effective implementation of cooperative learning (CL) as well as how CL influences the academic performance of students in universities in Zimbabwe.

Design/methodology/approach

The research adopted a quantitative research approach located in the descriptive research design. A sample of 341 undergraduate students selected using a simple random sampling strategy from a sample frame of 701 undergraduate students participated in the study. The study first used a pre-test and later, a post-test to determine the initial and end of semester (EOS) academic performance levels of students, respectively, on a Calculus 1 course. A self-constructed structured questionnaire was also used for data collection on the views of students towards the use of CL with particular reference to the 5 dimensions of positive interdependence (PDI), promotive interaction (PI), individual and group accountability (IGA), social and interpersonal skills (SS) and group processing (GP). The questionnaire was validated using confirmatory factor analysis. Structural equation modelling was used to test proposed relationships. A total of 341 questionnaires were administered through an email survey. Of the total, 149 completed questionnaires were received from the students, giving a return rate of 43.7%.

Findings

The results showed that positive interdependence, promotive interaction, social and interpersonal skills, individual and group accountability as well as group processing were important antecedents to the effective implementation of CL in universities. The results further showed that CL plays a significant role in improving the academic performance of university students; hence, academic performance was viewed as a significant consequence of CL.

Research limitations/implications

This is the first study on the application of CL to enhance the academic performance of university students in the context of Zimbabwe. As a result, caution should be exercised when generalising the results as more studies to either confirm or disconfirm these results in the context of Zimbabwe may still be required.

Practical implications

These results have implications on policy and practice with regards to active teaching strategies in universities. With regards to practice, the results demonstrated that the use of group activities that allow students to share knowledge and support each other while the teacher plays a facilitating role is important for enhancing students' academic performance. With regards to policy, the results showed that universities can enhance the academic performance of students if policies that promote student-centered teaching and learning approaches to ensure that teaching in universities is more student-led than lecturer-led are developed.

Originality/value

While many studies have been conducted in other contexts, to establish the influence of CL on the academic performance of university students, there is no known study on the influence of CL that has been conducted in the context of Zimbabwean universities. The results of this study therefore are an eye opener on the role of CL in enhancing the academic performance of students in Zimbabwean universities.

Details

Journal of Research in Innovative Teaching & Learning, vol. 17 no. 1
Type: Research Article
ISSN: 2397-7604

Keywords

Open Access
Article
Publication date: 27 July 2021

Rob E. Carpenter

The aim of this article is to present a viewpoint from learning as individual and group cognition for the benefit of organization learning scholarship.

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Abstract

Purpose

The aim of this article is to present a viewpoint from learning as individual and group cognition for the benefit of organization learning scholarship.

Design/methodology/approach

Conceptual viewpoint of the author.

Findings

The results demonstrate that perspective of intentionality is important for understanding how learning as cognition develops into organizational learning.

Practical implications

Organizations that recognize perspective as the agency by which learning as cognition develops organizational learning have a better opportunity to remain competitive.

Originality/value

This paper provides a basis to advance understanding on how perspective influences learning as cognition as a developmental process for organizational learning.

Details

Development and Learning in Organizations: An International Journal, vol. 35 no. 6
Type: Research Article
ISSN: 1477-7282

Keywords

Open Access
Article
Publication date: 15 June 2023

Fredrik Sunnemark, Wilma Lundqvist Westin, Tamy Al Saad and Per Assmo

This study aims to explore barriers and facilitators for knowledge transfer and learning processes by examining a cross-departmental collaborative project in the municipal…

Abstract

Purpose

This study aims to explore barriers and facilitators for knowledge transfer and learning processes by examining a cross-departmental collaborative project in the municipal organization. It is based on a R&D collaboration between University West and a Swedish municipality.

Design/methodology/approach

To explore the barriers and facilitators, the data collection was made through observation of the project implementation process, as well as 20 interviews with public servants and external actors. To conduct a systematic qualitative-oriented content analysis, the article constructs and applies a theoretical analytical framework consisting of different factors influencing knowledge transfer and learning processes within a municipal organizational setting.

Findings

This study explores the facilitators and barriers to knowledge transfer and learning processes, specifically focusing on strategic communication, individual roles, common goals, time pressure, group learning, trust and relationships and absorptive capability. Lack of communication affected the group learning process, while the close relation between time pressure, group learning and trust in colleagues is also pointed out as crucial areas. Trust developed through dialogue efforts helped overcome project fatigue. Coaching with a human rights-based approach improved organizational absorptive capabilities.

Originality/value

The study gives important insights into organizational learning within a municipality in Sweden for the successful implementation of collaborative projects. Knowledge must be transferred for the organization to learn to develop and tackle future challenges and its complex responsibilities. The theoretical analytical framework provided in this article has proven to be effective and is therefore transferable to other organizations in both the public and private sectors.

Details

The Learning Organization, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 0969-6474

Keywords

Open Access
Article
Publication date: 15 May 2023

David Besong Tataw

This uses quantitative and qualitative methods in assessing performance and process outcomes in a team lecture hybrid (TLH) instructional design applied in a public affairs course.

Abstract

Purpose

This uses quantitative and qualitative methods in assessing performance and process outcomes in a team lecture hybrid (TLH) instructional design applied in a public affairs course.

Design/methodology/approach

Within a non-experimental prospective design, individual and team outcomes were assessed as follows: survey of student perceptions of learning outcomes; comparison of individual and group scores on in-class case analyses using paired t-tests; external reviewers' observations of traditional lecture versus TLH activities; and analysis of students' reflections on team dynamics using a team process reflection tool adapted from four team development stages.

Findings

The following student learning outcomes results were observed: increased use of critical thinking; higher student interaction with other students and the instructor; higher student engagement in initiating or contributing to content or other learning activities; higher student enthusiasm; increased use of problem-solving skills; improved performance evidenced by quality of individual versus group products; evidence suggesting improvements in student learning outcomes when active learners and an active instructor interact in a learning environment.

Practical implications

Instructor practice tips were provided in the following areas: use of assessment methods; student engagement as an active instructor; motivational tips for classes with students from a variety of disciplines; and individual team member accountability.

Originality/value

This paper contributes to the scholarship of teaching and learning (SOTL) by addressing limitations in both traditional and collaborative learning models and expanding holistic evaluations in SOTL.

Details

Journal of Research in Innovative Teaching & Learning, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2397-7604

Keywords

Open Access
Article
Publication date: 6 May 2020

Barbara Rebecca Mutonyi, Terje Slåtten and Gudbrand Lien

This study clarifies the factors that foster individual innovative behaviour in the public sector by examining the effects and roles of empowering leadership, work group

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Abstract

Purpose

This study clarifies the factors that foster individual innovative behaviour in the public sector by examining the effects and roles of empowering leadership, work group cohesiveness and individual learning orientation. This study also explores the direct effect of empowering leadership on work group cohesiveness and individual learning orientation, the influence of work group cohesiveness on individual learning orientation and the mediating roles of work group cohesiveness and individual learning orientation.

Design/methodology/approach

Data were collected from an online survey of respondents working in a public sector organization. Partial least squares structural equation modelling and mediation analysis by the bootstrap method were used for the data analysis.

Findings

Empowering leadership and individual learning orientation had significant direct effects on individual innovative behaviour. Both empowering leadership and work group cohesiveness have significant direct effects on individual learning orientation. Empowering leadership was positively related to work group cohesiveness. The mediation analysis revealed that individual learning orientation mediates the relationships between empowering leadership and individual innovative behaviour and between work group cohesiveness and individual innovative behaviour.

Research limitations/implications

The study focuses on three factors that foster individual innovative behaviour in a public sector organization.

Originality/value

This study offers new insights into the factors that foster individual innovative behaviour in the public sector. The findings reveal the importance of using a balanced leadership style and encourage learning in the workplace for individual innovativeness by public leaders.

Details

International Journal of Public Leadership, vol. 16 no. 2
Type: Research Article
ISSN: 2056-4929

Keywords

Open Access
Article
Publication date: 5 February 2024

Marianne Jaakkola, Soila Lemmetty, Kaija Collin, Minna Ylönen and Teuvo Antikainen

This study aims to increase the understanding of the starting points and presuppositions of organizational learning (OL) processes in a hospital’s surgical department based on the…

Abstract

Purpose

This study aims to increase the understanding of the starting points and presuppositions of organizational learning (OL) processes in a hospital’s surgical department based on the existing theory of OL and to make visible the practical possibilities of the theory in this context.

Design/methodology/approach

The study was conducted as a case study. The data were collected from personnel of the hospital’s surgical department and consisted of 26 thematic interviews. The data were analyzed using qualitative theory-driven content analysis.

Findings

This study found different starting points for both employee-oriented and organization-oriented learning processes that could potentially progress to different levels of the organization: from individuals to a wider group or from a large group to an individual. The starting point of employee-oriented learning processes was depicted as everyday life problems or situations or was based on the person’s interest. The starting points of organization-oriented learning processes were described as achieving or maintaining the organization’s expected skill levels, pursuing continuous development or pursuing the organization’s specific development needs. Different kinds of presuppositions were also located within the OL processes.

Originality/value

This study produced new practice-based knowledge about the starting points of OL processes and their presuppositions. In health-care organizations, learning is especially important due to intensive and complex changes, and this study provides empirical evidence on how to enhance learning.

Details

The Learning Organization, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 0969-6474

Keywords

Open Access
Article
Publication date: 13 April 2022

Robert Bailey, Daesang Kim, Michael J. Bochenko, Changwoo Yang, Dianne C. Dees and Jiyoon Jung

The paper explored the benefits as well as the concerns of vocabulary learning with clay modeling in terms of practical and pedagogical implications for creating positive learning

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Abstract

Purpose

The paper explored the benefits as well as the concerns of vocabulary learning with clay modeling in terms of practical and pedagogical implications for creating positive learning experiences.

Design/methodology/approach

A mixed-methods design was conducted to examine the effectiveness of vocabulary learning with clay modeling practices in lower socioeconomic status schools.

Findings

Although test results showed no statistically significant differences between the groups, the clay modeling group did improve vocabulary acquisition similar to the sentence writing group. The students were actively engaged with hands-on activities using the clay and also demonstrated positive emotional, behavioral and physical experiences.

Research limitations/implications

The addition of the clay modeling provided an opportunity for kinesthetic learning but created a high extraneous cognitive load with the challenges incurred through the use of clay.

Practical implications

The challenges can be reduced by 1) adopting appropriate instructional strategies to design and implement effective clay modeling activities for students and teachers, 2) providing training or professional workshop development for teachers and 3) ongoing practical support and assistance for students.

Social implications

Exploring the use of kinesthetic instructional practice at the high school level may prove beneficial since clay modeling is frequently used effectively at lower grade levels.

Originality/value

The current study explores the added value of clay modeling for high school students’ biology vocabulary learning in a lower socioeconomic status school from practical and pedagogical perspectives.

Details

Journal of Research in Innovative Teaching & Learning, vol. 15 no. 2
Type: Research Article
ISSN: 2397-7604

Keywords

Open Access
Article
Publication date: 1 December 2016

Julie Nash

This study investigated the effect of cooperative learning on the performance of female college students enrolled in “writing and research” courses at Prince Mohammad Bin Fahd…

Abstract

This study investigated the effect of cooperative learning on the performance of female college students enrolled in “writing and research” courses at Prince Mohammad Bin Fahd University (Al Khobar, Saudi Arabia). Cooperative learning (CL) activities were employed in place of traditional lectures and group activities. Two populations were compared, one with the CL methodology and one with traditional methodology. The results were assessed by final exam scores, final course grades, the number of students passing, pre and post-tests and a self-report survey. We found that this sample of Arab college students performed at a higher level in the CL classes than in the traditional classes. Findings suggest that CL is an effective method for teaching Arab college students.

Details

Learning and Teaching in Higher Education: Gulf Perspectives, vol. 13 no. 2
Type: Research Article
ISSN: 2077-5504

Open Access
Article
Publication date: 22 March 2023

Hind Abdulaziz Al Fadda, Rasha Osman Abdel Haliem, Hassan Saleh Mahdi and Reem Alkhammash

Substantial changes in the education system and the shift to online classes during the lockdown have raised teachers’ attention to the idea of practicing cooperative learning in…

Abstract

Purpose

Substantial changes in the education system and the shift to online classes during the lockdown have raised teachers’ attention to the idea of practicing cooperative learning in online environments. Cooperative learning activities enhance academic skills if designed effectively. This study aims to explore students’ attitudes toward cooperative learning in online learning environments.

Design/methodology/approach

This study is a descriptive study. A survey was administered to 50 graduate and postgraduate students of English as a Foreign Language.

Findings

Results indicated that the students had positive attitudes toward the integration of cooperative tasks in online environments. They also revealed no significant differences in the attitudes toward cooperative learning based on the students’ level (i.e. undergraduate or postgraduate) and that the students preferred small groups.

Originality/value

Cooperative learning is a widely researched topic, especially in higher education. However, most of the previous studies reported results of the implementation of cooperative learning in traditional classrooms. This study aimed to fill this gap by examining the impact of online tools on cooperative learning.

Details

PSU Research Review, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2399-1747

Keywords

Open Access
Article
Publication date: 14 March 2024

Geethanjali Selvaretnam

Large classes pose challenges in managing different types of skills (e.g. maths, subject-specific knowledge, writing, confidence and communication), facilitating interactions…

Abstract

Purpose

Large classes pose challenges in managing different types of skills (e.g. maths, subject-specific knowledge, writing, confidence and communication), facilitating interactions, enabling active learning and providing timely feedback. This paper shares a design of a set of assessments for a large undergraduate economics course consisting of students from diverse cultural backgrounds. The benefits, challenges and learning experiences of students are analysed.

Design/methodology/approach

Students worked in groups to complete an assessment with several questions which would be useful as a revision for the individual assessment, the following week. Survey questionnaires with Likert-type questions and open-ended questions were used to analyse the learning and skill development that occurred because of the group work. Responses to the open-ended survey questions were coded and analysed by identifying the themes and categorising the various issues that emerged.

Findings

This assessment design developed group working skills, created opportunities to interact and enhanced learning. The analysis of the responses found that working with peers enabled the students to generate their own feedback, clear doubts and learn to solve problems. Effective communication, planning meetings and working around the diverse group members’ strengths and weaknesses are some graduate skills that are developed in this group assessment. The challenges were arranging meetings, finalising assessments, engagement of group members and unreliable technology. However, the students found ways to overcome these challenges.

Originality/value

This assessment design can be useful in higher education practice by introducing a mechanism for authentic collaborative practice. This paper adds to the literature on peer interactions and group work and enables effective learning at scale.

Details

Journal of Work-Applied Management, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2205-2062

Keywords

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