Proměna vysokoškolské výuky: zkušenost s využitím kooperativních skupin

Variant title
Transformation of teaching in higher education: on experience with cooperative learning groups
Source document: Studia paedagogica. 2015, vol. 20, iss. 2, pp. [81]-103
Extent
[81]-103
  • ISSN
    1803-7437 (print)
    2336-4521 (online)
Type: Article
Language
Czech
License: Not specified license
Abstract(s)
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.
Document
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