Date of Award
3-19-1997
Document Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
Educational Foundations & Research
First Advisor
Richard Landry
Abstract
This study focused on the third and final year of a campus-wide cooperative learning program at a small university and its effect on faculty change. More specifically, the study provided an overview of cooperative learning, faculty development, and career stages of faculty. Eight research questions were addressed pertaining to the outcomes of the implementation of cooperative learning.Qualitative and quantitative methods of data collection were employed in this study. Through the use of faculty interviews (n = 36; 100% of the full-time faculty), faculty surveys (n = 24; 67% response rate), and student surveys (n = 158; 23.4% of the student population), the study assessed perceptions of the implementation of cooperative learning instructional methods and its impact on faculty change over the three year period.Most students perceived that they had become more interested in their own learning, were more open to other points of view, and had increased their skills in critical thinking as a result of the cooperative learning instruction. Faculty also perceived that students were more actively engaged and took more responsibility for their learning. Although not all faculty employed the formal methods of cooperative learning, they all tried variations of cooperative learning strategies in their classrooms. Faculty also developed new curricula for their subject material to use with the cooperative learning activities. All faculty, regardless of career stage, had developed an awareness of different learning styles and alternate teaching methods as a result of the implementations of cooperative learning instructional strategies. Faculty also stated that they were more self-reflective in their classroom preparation and evaluation. Additionally, faculty noted that they had developed a renewed interest and enthusiasm for their teaching. Both faculty and students noted concerns about the over-use of cooperative learning in their coursework, although most students and faculty perceived a plateauing of the use of cooperative learning activities during the third year.
Recommended Citation
Robles, Marcel Marie, "The impact of cooperative learning instructional strategies on students and faculty at a small midwestern university." (1997). Theses and Dissertations. 7742.
https://commons.und.edu/theses/7742