Efectiveness of cooperative, collaborative, and interdisciplinary learning guided by software development in Spanish universities
Lorente Sánchez, Sonia (Universitat Autònoma de Barcelona)
Arnal-Palacián, Mónica (Universidad de Zaragoza)
Paredes, Maximiliano (Universidad Rey Juan Carlos)

Date:	2024
Description:	25 pàg.
Abstract:	The European Higher Education Area (EHEA) proposes to enhance active learning and student protagonism in order to improve academic performance. In this sense, diferent methodologies are emerging to create scenarios for self-regulation of their learning. In this study the cooperative, collaborative and interdisciplinary learning methodologies were compared in Spanish universities. The main objectives were to evaluate their efects in higher education and to explore the relationship between perceived group cooperation and self-perceived ability to work in a group, diferences between educational Spanish contexts, educational methodologies and gender. To this end, a quasi-experimental design was carried out. Data analysis included the descriptive metrics, correlations and analysis of variance to evaluate the diferences among pedagogical methods, their efects on cooperative learning, teamwork outcomes and gender diferences, comprising a total of 229 students in Spain from Psychology, Early Childhood Education, Primary Education and Computer Engineering completed the two questionnaires. Results showed that the highest correlation between perceived cooperative activity and self-perceived ability to work in a group was found among computer science students, especially among women, suggesting that the interdisciplinary learning focused on software tool development may be the most efective methodology to improve teamwork and cooperative learning outcomes. Despite these fndings concern only to Spanish universities, limitin the generalizability of results, the interdisciplinary methodology seems promising for improving both teaching quality and teamwork skills. The learning methodologies of interdisciplinary projects may therefore need to be implemented within the framework of cooperative and collaborative methodologies.
Note:	Altres ajuts: acords transformatius de la UAB
Note:	Altres ajuts: Sonia Lorente ha estat guardonada amb la Beca Margarita Salas, finançada per la Unió Europea, Next-Generation EU, en col·laboració amb el Ministerio de Universidades d'Espanya i la Universitat Autònoma de Barcelona (UAB). Mónica Arnal-Palacián ha estat parcialment finançada pel grup de recerca S60_23R de la Generalitat d'Aragó. Maximiliano Paredes ha estat parcialment finançat pel projecte M3035 de la Universidad Rey Juan Carlos
Rights:	Aquest document està subjecte a una llicència d'ús Creative Commons. Es permet la reproducció total o parcial, la distribució, la comunicació pública de l'obra i la creació d'obres derivades, fins i tot amb finalitats comercials, sempre i quan es reconegui l'autoria de l'obra original.
Language:	Anglès
Document:	Article ; altres ; Versió publicada
Subject:	Higher Education ; Cooperative learning ; Collaborative learning ; Interdisciplinary learning ; Competence-based learning
Published in:	European journal of psychology of education, Vol. 39 (2024) , p. 4467-4491, ISSN 1878-5174

DOI: 10.1007/s10212-024-00881-y

25 p, 1.2 MB

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