Aprendizaje colaborativo: experiencia innovadora en el alumnado universitario

Abstract

The proposal of the European Higher Education Area to improve the quality of teaching, focuses on giving prominence to the student through active learning (Florido, Jiménez y Santana, 2011) creating educational scenarios that allow students to self-regulate their learning and incorporate new strategies during the training process (Boud, Cohen & Sampson, 2014, Johnson & Johnson, 1990). The objective of our work was to know the perception of social education students of cooperative learning after the realization of the experience. To do this, the students would participate in a cooperative learning innovation experience by developing, teaching and evaluating a conflict resolution workshop for their peers of the primary school teaching degree. We use a 10-item self-report questionnaire that covers four dimensions of cooperative learning. Students consider cooperative learning as a model of active learning beneficial. The most valued dimension in this learning model is social skills followed by group processing, face-to-face interaction and positive interdependence.

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