Efectiveness of cooperative, collaborative, and interdisciplinary learning guided by software development in Spanish universities
The European Higher Education Area (EHEA) proposes to enhance active learning and student protagonism in order to improve academic performance. In this sense, diferent methodologies are emerging to create scenarios for self-regulation of their learning. In this study the cooperative, collaborative a...
| Authors: | ; ; |
|---|---|
| Format: | Article |
| Publication date: | 2024 |
| Country: | España |
| Institution: | Universitat Autònoma de Barcelona |
| Repository: | Dipòsit Digital de Documents de la UAB |
| Language: | English |
| OAI Identifier: | oai:ddd.uab.cat:299105 |
| Online Access: | https://ddd.uab.cat/record/299105 https://dx.doi.org/urn:doi:10.1007/s10212-024-00881-y |
| Access Level: | Open access |
| Keyword: | Higher Education Cooperative learning Collaborative learning Interdisciplinary learning Competence-based learning |
| Summary: | The European Higher Education Area (EHEA) proposes to enhance active learning and student protagonism in order to improve academic performance. In this sense, diferent methodologies are emerging to create scenarios for self-regulation of their learning. In this study the cooperative, collaborative and interdisciplinary learning methodologies were compared in Spanish universities. The main objectives were to evaluate their efects in higher education and to explore the relationship between perceived group cooperation and self-perceived ability to work in a group, diferences between educational Spanish contexts, educational methodologies and gender. To this end, a quasi-experimental design was carried out. Data analysis included the descriptive metrics, correlations and analysis of variance to evaluate the diferences among pedagogical methods, their efects on cooperative learning, teamwork outcomes and gender diferences, comprising a total of 229 students in Spain from Psychology, Early Childhood Education, Primary Education and Computer Engineering completed the two questionnaires. Results showed that the highest correlation between perceived cooperative activity and self-perceived ability to work in a group was found among computer science students, especially among women, suggesting that the interdisciplinary learning focused on software tool development may be the most efective methodology to improve teamwork and cooperative learning outcomes. Despite these fndings concern only to Spanish universities, limitin the generalizability of results, the interdisciplinary methodology seems promising for improving both teaching quality and teamwork skills. The learning methodologies of interdisciplinary projects may therefore need to be implemented within the framework of cooperative and collaborative methodologies. |
|---|