Online cooperative learning: exploring perspectives of pre-service teachers after the pandemic

Title

Online cooperative learning: exploring perspectives of pre-service teachers after the pandemic

Creator

Chakyarkandiyil N.; Prakasha G.S.

Description

Mainly, research has explored pre-service teachers perspectives toward cooperative learning within face-to-face teaching. However, in a post-pandemic scenario, previous research has yet to effectively explore pre-service teachers (PSTs) perspectives toward online cooperative learning (OCL) in teacher education programs. So, recognizing the gap in the literature, this paper aims to explore the perspectives of PSTs towards OCL. The researchers employed a qualitative research design for the present study. The researchers conducted semi-structured interviews with 10 PSTs who underwent OCL during the pandemic. These PSTs may possess digital proficiency, virtual collaboration abilities, flexibility in evolving educational environments, and an enhanced understanding of online cooperative learning methodologies within modern education. Researchers employed a thematic analysis to analyze the qualitative data obtained. The various themes that emerged from the study are perceived benefits of OCL, challenges to OCL, technological proficiency, learning strategies and support, and building a supportive online learning community. Future researchers may contribute to advancing effective online learning practices by gaining a deeper understanding of pre-service teachers perspectives towards OCL through research on a larger scale, including various teacher education programs in various countries. 2024, Institute of Advanced Engineering and Science. All rights reserved.

Source

International Journal of Evaluation and Research in Education , Vol-13, No. 4, pp. 2399-2409.

Date

2024-01-01

Publisher

Institute of Advanced Engineering and Science

Subject

Active learning; Cooperative learning; Learner centered strategy; Online cooperative learning; Online learning

Coverage

Chakyarkandiyil N., School of Education, Christ University, Bangalore, India; Prakasha G.S., School of Education, Christ University, Bangalore, India

Rights

All Open Access; Gold Open Access

Relation

ISSN: 22528822

Format

Online

Language

English

Type

Article

Identifier

https://doi.org/10.11591/ijere.v13i4.27796

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