Active learning in higher education: pedagogical strategies for collaborative work
DOI:
https://doi.org/10.29352/mill0212.05.00295Keywords:
active learning, higher education, strategies, collaborative workAbstract
Introduction: Higher education is normally associated to a more traditional way of teaching which does not fall within the current Bologna process, the characteristics of young students or the changing demands of our society. Nowadays, students must be prepared with a high-level of social skills and knowledge that is required in a labour market that is in permanent transformation.
Objectives: Describe group-based or cooperative learning strategies applied in higher education degrees of social sciences and educational areas.
Methods: The developed research is characterized as being a qualitative descriptive study with the aim of overcoming a comprehensive summarization of specific strategies experienced by two groups of higher education students.
Results: The research suggests that students learn best when they are actively involved in activities where critical and creative thinking is promoted, resulting in better grades, a higher satisfaction with their academic progress and a lower probability of dropping out.
Conclusion: It is essential to reflect on pedagogical practices and consequently adopt new strategies developed in student-centered learning environments that increase the quality of higher education, making it more appropriate for the current reality of the job market.
Downloads
References
Baepler, P., Walker, J. D. & Driessen, M. (2014). It's not about seat time: Blending, flipping, and efficiency in active learning classrooms. Computers & Education, 78, 227-236.
Barkley, E., Cross, K., & Major, C. (2005). Collaborative learning techniques: A handbook for college faculty. San Francisco, CA: Jossey-Bass.
Bloom, B. S., Krathwohl, D. R., & B. B. Masia (1956). Taxonomy of educational objectives. New York: David McKay Company.
Burke, A. (2011). Group Work: How to Use Groups Effectively. The Journal of Effective Teaching, 11(2), 87-95.
Carmo, H., & Ferreira, M. (2015). Metodologia da investigação: guia para auto-aprendizagem. Lisboa: Universidade Aberta.
Clark, V., & Creswell, J. (2015). Understanding Research - A Consumer’s Guide. New Jersey: Pearson Education.
Edmonds, W., & Kennedy, T. (2017). An applied guide to research designs: quantitative, qualitative, and mixed methods. California: Sage.
Ferraz, A., & Belhot, R. (2010). Taxonomia de Bloom: revisão teórica e apresentação das adequações do instrumento para definição de objetivos instrucionais. Gest. Prod., São Carlos, 17 (2), 421-431.
Fortin, M.-F. (2009). Fundamentos e Etapas do Processo de Investigação. Loures: Lusodidacta.
Grabe, W., & Kaplan, R. (1997). Theory and Practice of Writing. Londres: Longman.
Hassanien, (2006). Student Experience of Group Work and Group Assessment in Higher Education. Journal of Teaching in Travel & Tourism, 6, 17-39.
Hung, H. (2015). Flipping the classroom for English language learners to foster active learning. Computer Assisted Language Learning, 28, 81–96.
Johnson, D., Johnson, R., & Holubec, E. (2002). Circles of learning: Cooperation in the classroom. Edina, MN: Interaction Book Company.
Krathwohl, D. (2002). A revision of Bloom’s taxonomy: an overview. Theory in Practice, 41, (4), 212-218.
Mandel, S. M. (2003). Cooperative work groups. Thousand Oaks, CA: Corwin Press.
Misseyanni, A., Lytras, M., Papadopoulou, P., & Maroul, C. (Eds.) (2018). Active learning strategies in higher education: Teaching for leadership, Innovation, and creativity. UK: Emerald Publishing Limited.
Suleman, F. (2016). Employability skills of higher education graduates: Little consensus on a much-discussed subject. Procedia - Social and Behavioral Sciences, 228, 169-174.
Yasunaga, S. (2018). Class design Based on High Student Engagement Through Cooperation: Toward Classes that Bring About Profound Development (pp. 111-136). In M. Kayo (Ed.), Deep Active Learning: Toward Greater Depth in University Education. Kioto: Springer
Bogdan, R., & Biklen, S. (2013). Investigação qualitativa em educação. Porto: Porto Editora.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2020 Millenium - Journal of Education, Technologies, and Health
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who submit proposals for this journal agree to the following terms:
a) Articles are published under the Licença Creative Commons (CC BY 4.0), in full open-access, without any cost or fees of any kind to the author or the reader;
b) The authors retain copyright and grant the journal right of first publication, allowing the free sharing of work, provided it is correctly attributed the authorship and initial publication in this journal;
c) The authors are permitted to take on additional contracts separately for non-exclusive distribution of the version of the work published in this journal (eg, post it to an institutional repository or as a book), with an acknowledgment of its initial publication in this journal;
d) Authors are permitted and encouraged to publish and distribute their work online (eg, in institutional repositories or on their website) as it can lead to productive exchanges, as well as increase the impact and citation of published work
Documents required for submission
Article template (Editable format)
