| dc.description.abstract | The purpose of this case study was to examine the ways in
which cooperative learning was used in a senior Bachelor of
Science in Nursing course. The subject of the case study was
the professor who taught the senior Bachelor of Science in
Nursing course. The questions guiding the study were :
1. How did the professor develop cooperative learning
strategies?
2. How did the professor implement cooperative learning
strategies?
3 . How did the professor evaluate cooperative learning in the
classroom?
The Implementation Perspective described by Fullan (1983)
refers to effecting change; this approach guided the development
of research questions. The significance of the study lies in
its ability to communicate to other nursing educators that new
teaching methods are being utilised. In this regard, in the
education of nurses, effective changes are practical and
possible.
In the review of literature the potential positive
outcomes of introducing cooperative learning as a teaching
strategy are examined. This is followed by an examination of
the process of change, and the factors implicated in its
success.
The professor chosen as the subject of the case study was
someone interested in implementing cooperative learning in
nursing education. The students were randomly selected after signing a consent form, handing in questionnaires, and agreeing
to an interview. The data were obtained through discussion
observation, interview and questionnaires. Data collection
strategies included the Group Evaluation Form (Reid, Forrestal
and Cook, 1982) and the Individual Evaluation Form (Johnson and
Johnson, 1984).
The findings of this case study are supported in the
literature and are as follows :
1. Personal beliefs of the professor regarding teaching,
learning, and cooperative learning play a dominant role in the
development, implementation, and evaluation of cooperative
learning strategies.
2. In an attempt to match personal beliefs and student needs
with curriculum, the professor utilised the process of Mutual
Adaptation (Fullan and Pomfret, 1977) in the development,
implementation, and evaluation phases of the cooperative
learning teaching strategy.
3. A network of support including the school, faculty, a
facilitator, collaborators, and trainers is required throughout
the development, implementation, and evaluation of cooperative
learning strategies.
4. Effective evaluation is not an end-point, but an ongoing
process throughout the development, irnplementation, and
evaluation phases of the change process.
5. Effective development, implementation, and evaluation of a
new teaching strategy cannot occur over a six week period, but
must be allowed to evolve over an extended period of time.
6. The classroom climate and teaching style of the professor
reflect his/her individual beliefs and personality. | |
