Cross-disciplinary analysis of cooperative learning dimensions based on higher education students' perceptions

Abstract

This study analyzes the perception, mainly on motivation, interpersonal relationships, and learning outcomes, of higher education students from seven university disciplines derived from Cooperative Learning (CL) activities undertaken in the course of their degree studies. The cross-disciplinary dimensional analysis on cooperative learning included students' motivation, academic performance, students' relationships within cooperative groups, group organization, and teacher involvement. The study was carried out using a questionnaire validated by a number of CL experts. The subsequent analysis of a sample of 162 student's perceptions on the CL dimensions provided first, positive students' perceptions regarding satisfaction, motivation, learning outcomes, and interpersonal relationships, and second, that differences between university degrees on CL were significant, suggesting a strong dependence of cooperative dimensions on the implemented approach.