1 resultado para team learning approach in education
em Savoirs UdeS : plateforme de diffusion de la production intellectuelle de l’Université de Sherbrooke - Canada
Resumo:
Abstract: Active or participatory learning by the student within a classroom environment has been fairly recently recognized as an effective, efficient, and superior instructional technique yet few teachers in higher education have adopted this pedagogical strategy. This is especially true in Science where teachers primarily lecture to passively seated students while using static visual aids or multimedia projections. Teachers generally teach as they were taught and lecture formats have been the norm. Although student-learning theories as well as student learning styles, abilities, and understanding strategies have changed, traditional teaching techniques have not evolved past the chalk and talk instructional strategy. This research looked into students perceptions of cooperative learning or team-based active learning in order to gain insight and some understanding as to how students felt about this learning technique. Students attitudes were then compared to student grades to detennine whether cooperative learning impeded or ameliorated academic performance. The results revealed significant differences measured in all the survey questions pertaining to perception or attitudes. As a result of the cooperative learning activities, respondents indicated more agreement to the survey questions pertaining to the benefits of cooperative learning. The experimental group exposed to cooperative learning thus experienced more positive attitudes and perceptions than the groups exposed only to a lecture-based teaching and learning format. Each of the hypotheses tested demonstrated that students had more positive attitudes towards cooperative learning strategies. Recommendations as to future work were presented in order to gain a greater understanding into both student and teacher attitudes towards the cooperative learning model.||Rsum: Lapprentissage actif ou prparatoire par ltudiant au sein dune classe a t reconnu assez rcemment comme une technique denseignement plus efficace. Cependant, peu denseignants ont adopt cette stratgie pedagogique pour l'ducation post-secondaire. Ceci est particulirement le cas dans le domaine des sciences o les enseignants font surtout usage de cours magistraux avec des tudiants passifs tout en utilisant des aides visuelles statiques ou des projections multimdias. Les professeurs enseignent generalement comme on leur a eux-mme enseign et les cours magistraux ont t la norme par le pass. Les techniques traditionnelles d'enseignernent n'ont pas volu au-del de la craie et du tableau noir et ce mme si les thories sur lapprentissage par les tudiants ont chang, tout comme les styles, les habilets et les stratgies de comprhension dapprentissage des tudiants. Cette recherche se penche sur les perceptions des tudiants au sujet de l'apprentissage coopratif ou de l'apprentissage actif par quipe de telle sorte qu'on puisse avoir un aperu et une certaine comprhension de comment les tudiants se sentent par rapport ces techniques d'apprentissage. Les attitudes des tudiants ont par la suite t compares aux notes de ceux-ci pour dterminer si l'apprentissage coopratif avait nui ou au contraire amlior leurs performances acadmiques. Les rsultats obtenus dans l'tude d'ensemble rvlent des diffrences significatives dans toutes les questions ayant trait la perception et aux attitudes.
