Cooperative learning in higher education: differences in the perception of the contribution to the group
This document analyses cooperative learning in a working group using a problem-based learning methodology. We also evaluate if the perception that each member of the group has of his/her contribution to cooperative learning is greater or lesser than that observed by his/her team-mates. Different ele...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2014 |
| País: | España |
| Institución: | Universidad de Castilla-La Mancha |
| Repositorio: | RUIdeRA. Repositorio Institucional de la UCLM |
| OAI Identifier: | oai:ruidera.uclm.es:10578/6993 |
| Acceso en línea: | http://doi.dx.org/10.7238/rusc.v11i2.1936 http://hdl.handle.net/10578/6993 |
| Access Level: | acceso abierto |
| Palabra clave: | Aprendizaje cooperativo Interdisciplinariedad Aprendizaje basado en problemas Educación superior |
| Sumario: | This document analyses cooperative learning in a working group using a problem-based learning methodology. We also evaluate if the perception that each member of the group has of his/her contribution to cooperative learning is greater or lesser than that observed by his/her team-mates. Different elements of the work carried out in the group are analysed, such as the effective effort made, their participation, the organisation of the group, cohesion, communication, and the overall perception of their involvement in the cooperative learning and work. It is observed that the students perceive their contribution as greater than that perceived by their team-mates, although we find slight differences depending on the elements analysed. |
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