Social interdependence theory and university instruction - Theory into practice

Abstract

University teaching has not changed significantly for hundreds and perhaps thousands of years. The many attempts to reform university teaching have often demonstrated positive effects but have then been discontinued. One explanation for the resistance of teaching to change is that instructors fail to apply the same scientific rigor to their teaching as they do to their research. Professors as scientists and intellectuals typically ask for proof when a colleague presents a scientific conclusion, yet when it comes to what constitutes good teaching, professors often accept uncontested folklore and mythology. Many of the recommendations made about teaching, furthermore, are based more on stories and promising ideas rather than conclusions from rigorous research. What is lacking is the successful application of theory and research to instructional methods. This article presents cooperative learning as one example of theory validated by research applied to instructional practice.

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