@misc{10481/67150,
year = {2021},
month = {1},
url = {http://hdl.handle.net/10481/67150},
abstract = {The goal of this study is to determine the extent to which faculty training in cooperative
learning (CL) transfers to university teaching, according to students’ opinions. The design was
quasi-experimental, with a control group and an intervention group. During two years, 346 first-year
university Business School students and 12 university teachers of four disciplines (Business and
Economy, Communication, Mathematics and Knowledge Integration) took part in the study. The
results show that, after specific training in CL methodology, teachers showed significant improvement
in the application of several CL dimensions: social skills, evaluation, reflection, interdependence,
interaction and tutoring. In addition, a multivariate analysis of variance was calculated to examine the
possible interaction effect of teacher training and disciplines on CL application. The results indicate
that training based on participants’ needs and context fosters transference to university teaching.
Teachers from different disciplines respond differently when applying CL to the classroom after
training, especially in evaluation, heterogeneity, and tutoring. The results highlight the importance
of a quality faculty professional development program.},
organization = {DIN project 02/2015 (Universidad Católica de la Santísima Concepción)},
publisher = {MDPI},
keywords = {Cooperative learning},
keywords = {Faculty professional development},
keywords = {Higher education},
keywords = {Transfer of training},
title = {Towards a Cooperative Learning Environment in Universities through In-Service Training},
doi = {10.3390/su13031112},
author = {Hebles Ortiz, Melany and Yániz-Álvarez-de-Eulate, Concepción and Alonso Dos Santos, Manuel and Villardón-Gallego, Lourdes},
}