Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource PHD PhD PhD Thesis Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Relation A related resource 61000367 Title A name given to the resource Effect Of Cooperative Learning Strategies on Self-Directed Learning and Reflective Thinking of Pre-Service Teachers Subject The topic of the resource Education Description An account of the resource 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. Creator An entity primarily responsible for making the resource Nisha, C.K Source A related resource from which the described resource is derived Author's Submission Publisher An entity responsible for making the resource available Christ(Deemed to be University) Date A point or period of time associated with an event in the lifecycle of the resource 2024-01-01 Contributor An entity responsible for making contributions to the resource G S, Prakasha Rights Information about rights held in and over the resource Open Access Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource PhD Identifier An unambiguous reference to the resource within a given context <a href="http://hdl.handle.net/10603/585926" target="_blank" rel="noreferrer noopener">http://hdl.handle.net/10603/585926</a>