Effect Of Cooperative Learning Strategies on Self-Directed Learning and Reflective Thinking of Pre-Service Teachers

Title

Effect Of Cooperative Learning Strategies on Self-Directed Learning and Reflective Thinking of Pre-Service Teachers

Creator

Nisha, C.K

Contributor

G S, Prakasha

Description

Cooperative learning (CL) research demonstrates its robustness. While acknowledging the empirical benefits, there is room for improvement in implementing CL in teacher education classrooms. Teacher educators often resist adopting CL, favouring the frontal teaching method. The cultivation of self-directed learning and reflective newlinethinking is crucial for pre-service teachers (PSTs) to evolve into lifelong learners, newlinemeeting the demands of 21st-century classrooms. Online cooperative learning (OCL) newlineplays a vital role in enhancing essential skill sets such as collaboration, digital newlineproficiency, communication, and interaction among pre-service teachers. This study newlineunfolded in two phases. The initial pilot study, utilizing a concurrent triangulation newlinemixed-method research design, delved into perceived challenges faced by teacher newlineeducators in India regarding cooperative learning implementation. The subsequent newlineexperimental stage employed a quasi-experimental non-equivalent control group newlinedesign to investigate the impact of OCL strategies on self-directed learning (SDL) and reflective thinking (RT) among Indian pre-service teachers. Following the newlineintervention with OCL modules, the researcher also assessed pre-service teachers newlinesatisfaction and perceptions towards OCL, utilizing a mixed-method research approach with concurrent triangulation. The sample for experimental stage encompassed 130 pre-service teachers from two teacher education colleges affiliated with Mangalore University, Karnataka, India. The researcher constructed OCL intervention modules for the study and experts validated it. The researcher adopted standardized instrument for measuring SDL by Acar et al. (2016), and standardised instrument for measuring RT by Kember et al. (2000). The pilot study revealed that teacher educators perceived challenges at an average rate of 63% due to teacher challenges, learner challenges, curriculum syllabus, and administrative challenges.

Source

Author's Submission

Date

2024-01-01

Publisher

Christ(Deemed to be University)

Subject

Education

Rights

Open Access

Relation

61000367

Format

PDF

Language

English

Type

PhD

Identifier

http://hdl.handle.net/10603/585926