Název: Proměna vysokoškolské výuky: zkušenost s využitím kooperativních skupin
Variantní název:
- Transformation of teaching in higher education: on experience with cooperative learning groups
Zdrojový dokument: Studia paedagogica. 2015, roč. 20, č. 2, s. [81]-103
Rozsah
[81]-103
-
ISSN1803-7437 (print)2336-4521 (online)
Trvalý odkaz (DOI): https://doi.org/10.5817/SP2015-2-5
Trvalý odkaz (handle): https://hdl.handle.net/11222.digilib/134072
Type: Článek
Jazyk
Licence: Neurčená licence
Upozornění: Tyto citace jsou generovány automaticky. Nemusí být zcela správně podle citačních pravidel.
Abstrakt(y)
Výzva k akčnímu výzkumu se většinou týká základních a středních škol, vysoké školy jako by v ní zahrnuty nebyly. Článek se zaměřuje na akční výzkum na vysoké škole, na jeho místo v transformačních edukačních procesech, konkrétněji v přístupech vrstevnického učení. Zabývá se problematikou kooperativního vrstevnického učení, jeho rolí ve vzdělávání na současných vysokých školách. V článku je prezentován akční výzkum výuky: jeho cílem bylo zkoumat vztah kooperativních učebních skupin k zapojení studentů do výuky. Výsledky ukazují, že součinnost studentů v dlouhodobých učebních skupinách měla u studentů pozitivní vliv na úroveň zapojení do výuky, na jejich odpovědnost za plnění úkolů.
The call for teachers to implement action research is usually aimed at primary and secondary schools and excludes centres of higher education. This paper focuses on action research at universities and its place in transformative educational processes. More specifically, it examines cooperative peer learning and its role in contemporary higher education. This paper presents action research whose aim was to explore the relationship between cooperative learning groups and student participation in classes. The results show that involvement of students in long-term cooperative learning groups influences positively their degree of participation in classes and also the sense of responsibility for completing tasks.
Reference
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[2] Anderson, G., & Boud, D. (1996). Extending the role of peer learning in university courses. Research and Development in Higher Education, 19(1), 15–19.
[3] Andrews, J., & Clark, R. (2011). Peer mentoring works! How peer mentoring enhances student success in higher education. Birmingham: Aston University.
[4] Arrand, K. (2014). Peer tutoring. Journal of Pedagogic Development, 4(1). Online: http://www.beds.ac.uk/jpd/volume-4-issue-1
[5] Attracting, engaging and retaining: New conversations about learning (2008). Australasian student engagement report. Camberwell, Victoria: Australian Council for Educational Research (ACER).
[6] Boud, D., Cohen, R., & Sampson, J. (Eds.). (2001). Peer learning in higher education: Learning from and with each other. London: Kogan Page.
[7] Boud, D., & Lee, A. (2005). Peer learning as pedagogic discourse for research education. Studies in Higher Education, 30(5), 501–516. | DOI 10.1080/03075070500249138
[8] Bruffee, K. (1999). Collaborative learning: Higher education, interdependence and the authority of knowledge. Baltimore: John Hopkins University Press.
[9] Buchs, C., Butera, F., & Mugny, G. (2004). Resource interdependence, student interactions and performance in cooperative learning. Educational Psychology, 2(3), 291–314. | DOI 10.1080/0144341042000211661
[10] Chapman, E. (2003). Alternative approaches to assessing student engagement rates. Practical Assessment, Research & Evaluation, 8(13). Online: http://PAREonline.net/getvn.asp?v=8&n=13
[11] Cochran-Smith, M., & Lytle, S. (2009). Inquiry as stance: Practitioner research in the next generation. New York: Teachers College Press.
[12] Collier, G. (Ed.). (1983). The management of peer-group learning: syndicate methods in higher education. Guildford: Society for Research into Higher Education.
[13] Deutsch, M. (1949). A theory of cooperation and competition. Human Relations, 2(2), 129–152. | DOI 10.1177/001872674900200204
[14] Dillenbourg, P. (Ed.). (1999). Collaborative learning. Cognitive and computational approaches. New York: Pergamon.
[15] Elliott, J. (2015). Educational action research as the quest for virtue in teaching. Educational Action Research, 23(1), 4–21. | DOI 10.1080/09650792.2014.994017
[16] Falchikov, N. (2001). Learning together: Peer tutoring in higher education. London: Routledge.
[17] Hui, M. F., & Grossman, D. (Eds.). (2008). Improving teacher education through action research. New York: Routledge.
[18] Johnson, D. W., & Johnson, R. T. (1989). Cooperation and competition. Theory and research. Edina: Interaction Book Company.
[19] Johnson, D. W., Johnson, R. T., & Smith, K. (1998). Active learning: Cooperation in the college classroom. Edina: Interaction Book Company.
[20] Johnson, D. W., Johnson, R. T., & Smith, K. (2007). The state of cooperative learning in postsecondary and professional settings. Educational Psychology Review, 19(1), 15–29. | DOI 10.1007/s10648-006-9038-8
[21] Johnson, D. W., & Johnson, R. T. (2009). An educational psychology success story: Social interdependence theory and cooperative learning. Educational Researcher, 38(5), 365–379. | DOI 10.3102/0013189X09339057
[22] Kasíková, H. (2008). Kooperace jako hodnota a prostředek učitelského vzdělávání. In Sborník z příspěvků. Učitel v 21. století – nové výzvy, nové požadavky? (s. 26–33). Praha: VÚP v Praze. Online: http://ucitel21.vuppraha.cz/sbornik_komplet.pdf
[23] Kasíková, H. (2009). Kooperativní učení a vyučování. Teoretické a praktické problémy. Praha: Karolinum.
[24] Kasíková, H., & Valenta, J. (1986). Počátky české vysokoškolské pedagogiky. Pedagogika, 34(5), 577–591.
[25] Kember, D. (2000). Action learning and action research. Improving the quality of teaching and learning. London: Kogan Page.
[26] Kemmis, S. (2009). Action research as a practice based practice. Educational Action Research, 17(3), 463–474. | DOI 10.1080/09650790903093284
[27] Kemmis, S., & McTaggart, R. (2005). Participatory action research. Communicative action and the public sphere. In N. K. Denzin & Y. S. Lincoln (Eds.), The Sage handbook of qualitative reseach (s. 559–603). Thousands Oaks: Sage Publications.
[28] Light, G., & Cox, R. (2001). Learning and teaching in higher education. London: Paul Chapman.
[29] McNiff, J., & Whitehead, J. (2002). Action research: Principles and practice. London: Routledge Falmer.
[30] Millis, B. J., & Cottell, P. G. (1998). Cooperative learning for higher education faculty. Westport: The Oryx Press.
[31] Moran, E., & Gonyea, T. (2003). The influence of academically-focused peer interaction on college students' development. ERIC Document Reproduction Service No. ED478773. Online: http://files.eric.ed.gov/fulltext/ED478773.pdf
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[33] Morganová, N., & Saxtonová, J. (2001). Vyučování dramatu. Praha: STD.
[34] Noffke, S. E., & Stevenson, R. (1995). Educational action research. Becoming practically critical. New York: Teachers College Press.
[35] Pabian, P. (2012). Jak se učí na vysokých školách: Výzkumný směr přístupů k učení. Aula, 19(1), 48–77.
[36] Podlahová, L., et al. (2012). Didaktika pro vysokoškolské učitele. Vybrané kapitoly. Praha: Grada Publishing.
[37] Prudký, L., Pabian, P., & Šima, K. (2010). České vysoké školství. Na cestě od elitního k univerzálnímu vzdělávání 1989–2009. Praha: Grada Publishing.
[38] Ramsden, P. (1992). Learning to teach in higher education. London: Routledge.
[39] Reason, P., & Torbert, W. (2001). The action turn: Toward a transformational social science. Concepts and Transformation, 6(1), 1–37. | DOI 10.1075/cat.6.1.02rea
[40] Rohlíková, L., & Vejvodová, J. (2012). Vyučovací metody na vysoké škole. Praktický průvodce výukou v prezenční i distanční formě studia. Praha: Grada Publishing.
[41] Rolland, S. (2000). The enquiring university teacher. London: The Society for Research into Higher Education & Open University Press.
[42] Seberová, A. (2006). Výzkumná kompetence v učitelské profesi a ve vzdělávání učitelů. Ostrava: Pedagogická fakulta Ostravské univerzity.
[43] Schmuck, R. A. (1997). Practical action research for change. Arlington: IRI SkyLight Training and Publishing.
[44] Schratz, M. (1992). Researching while teaching: An action research approach in higher education. Studies in Higher Education, 17(1), 81–95. | DOI 10.1080/03075079212331382786
[45] Simpson, A. V. (2011). An action research study on using cooperative learning during graphic design classroom crits. Online: http://digitalcommons.cedarville.edu/education_theses
[46] Slavík, M. (2012). Vysokoškolská pedagogika. Praha: Grada Publishing.
[47] Šima, K., & Pabian, P. (2013). Ztracený Humboldtův ráj. Ideologie jednoty výzkumu a výuky ve vysokém školství. Praha: Sociologické nakladatelství SLON.
[48] Šulistová, R. (2010). Rozvoj interaktivního chování a komunikačních kompetencí s klientem v pomáhajících profesích na terciárním stupni vzdělávání. Aula, 17(2), 14–36.
[49] Tight, M. (2008). Higher education research as tribe, territory and/or community: A co-citation analysis. Higher Education, 55(5), 593–605. | DOI 10.1007/s10734-007-9077-1
[50] Topping, K. (2005). Trends in peer learning. Educational Psychology, 25(6), 631–645. | DOI 10.1080/01443410500345172
[51] Vašutová, J. (2002). Strategie výuky ve vysokoškolském vzdělávání. Praha: Pedagogická fakulta Univerzity Karlovy.
[52] Whitehead, & McNiff, J. (2006). Action research: Living theory. London: SAGE.
[53] Zeichner, K. (2001). Educational action research. In P. Reason & H. Bradbury (Eds.), Action research – Participative inquiry and practice. London: SAGE.
[54] Zepke, N., & Leach, L. (2010). Improving student engagement: Ten proposals for action. Active Learning in Higher Education, 11(3), 167–177. | DOI 10.1177/1469787410379680
[55] Zhao, C., & Kuh, G. (2004). Adding value: Learning communities and student engagement. Research in Higher Education, 45(2), 115–138. | DOI 10.1023/B:RIHE.0000015692.88534.de