Promoting active learning in higher education

• Autores: Emili Tortosa Ausina, Juan Carlos Matallín Sáez, Amparo Soler Domínguez
• Localización: INNODOCT/13.International Conference on Innovation, Documentation and Teaching Technologies: New changes in technology and innovation / Fernando J. Garrigós Simón (ed. lit.), Marta Peris Ortiz (ed. lit.), Ignacio Gil Pechuán (ed. lit.), Sofía Estellés Miguel (ed. lit.), Carlos Manuel Dema Pérez (ed. lit.), José Onofre Montesa Andrés (ed. lit.), María Pilar Conesa García (ed. lit.), María Teresa Barberá Ribera (ed. lit.), Carlos Rueda Armengot (ed. lit.), Yeamduan Narangajavana Kaosiri (aut.), 2013, ISBN 9788490480861, págs. 45-52
• Idioma: inglés
• Enlaces
  • Texto Completo Libro
• Resumen

  • This study explores the impact of cooperative learning practice from the methodological point of view, under the tenets of the European Higher Education Area (EHEA), and following implementation in small groups (<50 students) of Undergraduate level classes. The project is driven by a vocation for innovation in the learning process that enables students to take responsibility for their own learning and, by unifying objectives, for that of their peers. This aim requires modification to the way the course is approached, as well as reorganisation of classroom tasks to create an interactive space. The interest of this project lies in its approach to cooperative working as a classroom technique to enhance dynamism and a deeper development of skills. Results of a questionnaire survey show that the learning process is better consolidated, students' motivation is strengthened and their co-responsibility is enhanced following the cooperative learning experience. Thus, while innovation in methodologies that fall outside the standard methodology profile in the Spanish university environment undoubtedly remains a big challenge, the results of this experience are promising in that it makes the learning process more dynamic and effective.