Unlocking the power of collaborative learning in secondary schools.
A transnational comparative analysis between Italy and Malta.
DOI:
https://doi.org/10.7346/sird-022023-p50Keywords:
secondary school teachers, barriers, collaborative learning, active learningAbstract
This paper presents a transnational comparative study on the use of Collaborative Learning (CL) techniques in lower and upper secondary classes in Italy and in Malta as it analyses the factors which impede its use. The qualitative analysis of open-ended questionnaire data, supplied by participating educators (30 Italian precarious teachers and 50 Maltese Learning Support Educators) at the end of their respective training courses, highlights an appreciation of CL practices besides strong criticism of the factors which inhibit the application of a student-centred philosophy. Findings indicate that teachers in Malta seem to be conditioned by postcolonial socio-cultural aspects, such as a highly centralised education system, a competitive exam-oriented approach to learning and a traditional curriculum-driven attitude to teaching; issues which debilitate the application of CL. Moreover, teachers are seen as reluctant to implement active learning techniques since these are perceived as non-compatible with the inclusion of all students. In contrast, systemic-organisational deficiencies for the recruitment of precarious Italian teachers discourage the use of CL. While resistance from colleagues, students and parents further demotivates upper secondary school teachers, lower secondary school teachers view schools as the ideal places for the experimentation of these techniques. The thematic analysis of focus group data implies an urgency to revisit the understanding of ‘education’ in Malta, the need for Italian teachers to collaborate with education stakeholders and the necessity of continued professional development which can empower teachers to proactively embrace a ‘methodological transition’ towards CL.
References
Andrews-Todd, J., & Rapp, D. (2015). Benefits, costs, and challenges of collaboration for learning and memory. Translational Issues in Psychological Science,1(2), 182-191. https://doi.org/10.1037/tps0000025
Atman Uslu, N., & Yildiz Durak, H. (2022). Predicting learner autonomy in collaborative learning: The role of group metacognition and motivational regulation strategies. Learning and Motivation, 78(2), 101804. https://doi.org/10.1016/j.lmot.2022.101804.
Bächtold, M., Roca, P., & De Checchi, K. (2022). Students’ beliefs and attitudes towards cooperative learning, and their relationship to motivation and approach to learning. Studies in Higher Education, 48(1), 100-112. https://doi.org/10.1080/03075079.2022.2112028.
Bembich, C. (2020). Favorire l’inclusione attraverso la promozione dell’interdipendenza tra gli studenti: uno studio esplorativo in un contesto scolastico vulnerabile. Italian Journal of Special Education for Inclusion, 8(1),553-567. https://doi.org/10.7346/sipes-01-2020-38.
Burke, A. (2011). Group work: How to use groups effectively. The Journal of Effective Teaching,11(2), 87–95.
Clarke, V. & Braun, V. (2016). Thematic analysis. The Journal of Positive Psychology,12(3),297-298,https://doi.org/10.1080/17439760.2016.1262613
Commissione europea/EACEA/Eurydice, (2018). La carriera degli insegnanti in Europa: accesso, progressione e sostegno. Rapporto Eurydice. Lussemburgo: Ufficio delle pubblicazioni dell’Unione europea. URL: https://eurydice.indire.it/wp-content/uploads/2018/12/Eurydice-_quaderno_39_x_WEB.pdf
Consiglio dell’Unione europea. (2020). Conclusioni del Consiglio sui docenti e i formatori europei del futuro. Gazzetta ufficiale dell’Unione europea (2020/C 193/04). URL: https://eur-lex.europa.eu/legal-content/IT/TXT/PDF/?uri=uriserv:OJ.C_.2020.193.01.0011.01.ITA (accessed on 18th August, 2023).
Davidson, N. (Ed.) (2021). Pioneering Perspectives in Cooperative Learning. Theory, Research and Classroom Practice for Diverse Approaches to CL. New York: Routledge.
De Angelis, F. (2023). 1 maggio, circa 250 mila i supplenti nella scuola italiana: i precari hanno poco da festeggiare. Orizzontescuola.it. URL: 1 maggio, circa 250 mila i supplenti nella scuola italiana: i precari hanno poco da festeggiare - Orizzonte Scuola Notizie (accessed on 20th June, 2023).
Dewey, J. (1916). Democracy and Education: an introduction to the philosophy of education. New York: The Macmillan Company (trad. it., Democrazia e educazione), Firenze, La Nuova Italia, 1965.
Epstein, J.L. (2009). School, Family, and Community Partnerships. Your Handbook for Action. Thousand Oaks (CA): Corwin Press.
Fiorucci, A. (2019). Inclusione, disabilità e formazione docenti. Uno studio sulla rilevazione degli atteggiamenti e dei fattori associati in un gruppo di futuri insegnanti. La scala OFAID. Italian Journal of Special Education for Inclusion, 7(2), 271-293. https://doi.org/10.7346/sipes-02-2019-21.
Graesser, A. C., Greiff, S., Stadler, M., & Shubeck, K. T. (2020). Collaboration in the 21st century: The theory, assessment, and teaching of collaborative problem solving. Computers in Human Behavior, 104(C), 106134. https://doi.org/10.1016/j.chb.2019.09.010.
Harianingsih, Ika & Jusoh, Zailani. (2022). A review of studies on cooperative learning in language classroom seen from students' attitudes. International Journal of English and Applied Linguistics (IJEAL), 2(1). 62-74. https://doi.org/10.47709/ijeal.v2i1.1423.
Hattie, J. (2008). Visible learning: A synthesis of over 800 meta analyses related to achievement. New York: Routledge.
Johnson, D. W., & Johnson, R. T. (1987). Learning together and alone: Cooperative, competitive, and individualistic learning. Upper Saddle River (NJ): Prentice-Hall, Inc.
La Marca, A., & Cappuccio, G. (2020). Didattica metacognitiva e apprendimento cooperativo. Lecce: PensaMultiMedia.
Lange, C., Costley, J., & Fanguy, M. (2021). Collaborative group work and the different types of cognitive load. Innovations in Education and Teaching International,58(4), 377-386.https://doi.org/10.1080/14703297.2020.1788970.
Liebech-Lien, B. (2020). The bumpy road to implementing cooperative learning: Towards sustained practice through collaborative action. Cogent Education, 7(1), 1-17. https://doi.org/10.1080/2331186X.2020.1780056.
Loh, C.Y.R., & Teo, T.C. (2017). Understanding Asian students learning styles, cultural influence and learning strategies. Journal of Education & Social Policy, 7(1), 194-210. https://doi.org/10.30845/2375-0790.
Mayo, P. & Borg, C. (2015). Learning and Social Difference. New York: Taylor & Francis.
Ministry for Education and Employment. (2012). National Curriculum Framework NCF. Malta: Ministry for Education and Employment.
Ministry for Education and Employment. (2014). Framework for the Education Strategy for Malta 2014–2024. Malta: Ministry for Education and Employment.
Ministry for Education and Employment. (2019). A Policy on Inclusive Education in School: Route to Quality Inclusion. Malta: Ministry for Education and Employment.
MIUR - Ministero dell’Istruzione (2012). Indicazioni Nazionali per il curricolo della scuola dell’Infanzia e del I ciclo di istruzione. Roma.
URL: https://www.miur.gov.it/documents/20182/51310/DM+254_2012.pdf
MIUR - Ministero dell’Istruzione, (2021). Linee programmatiche del Ministero dell’istruzione. Roma. URL: https: b3cbd3ee-722c-457d-a2c4-a4df30dd03d8 (accessed on 20th June 2023).
Mukuka, A., Mutarutinya, V., & Balimuttajjo, S. (2019). Exploring the barriers to effective cooperative learning Implementation in School Mathematics Classrooms. Problems of Education in the 21st Century,77(6), 745-757. https://doi.org/10.33225/pec/19.77.745 .
Munir, M.T., Baroutian, S., Young, B.R., & Carter, S. (2018). Flipped classroom with cooperative learning as a cornerstone. Education for Chemical Engineers. 23, 25-33. http://dx.doi.org/10.1016/j.ece.2018.05.001
Mura, A., Zurru A. L., & Tatulli, I. (2020). Inclusione e collaborazione a scuola: un’occasione per insegnanti e famiglia. Italian Journal of Special Education for Inclusion, 8(1), 260- 273. https://doi.org/10.7346/sipes-01-2020-19.
Murdaca, A. M., Oliva, P., & Panarello, P. (2016). L’insegnante inclusivo: fattori individuali, percezione della disabilità e strategie didattiche. Formazione & Insegnamento, 14(3), 277-286. doi:107346/-fei-XIV-03-16_19
Nguyen, k. A., Borrego, M., Finelli, C. J., DeMonbrun, M., Crockett, C., Tharayil, S., Shekhar, P., Waters, C., & Rosenberg, R. (2021). Instructor strategies to aid implementation of active learning: a systematic literature review. International Journal of STEM Education, 8(9), 1-18. https://doi.org/10.1186/s40594-021-00270-7.
Owens, D.C., Sadler, T.D., Barlow, A.T., & Smith-Walters, C. (2020). Student motivation from and resistance to active learning rooted in essential science practices. Research in Science Education, 50(1), 253–277. https://doi.org/10.1007/s11165-017-9688-1.
Pillay, H. & Elliott, B. (2005). Looking through old lenses to understand the emerging new world order. Implications for education reform in small island states. Journal of Research in International Education,4(1), 87-106. https://doi.org/10.1177/1475240905050292.
Rossini, V., Zappatore. T., & Loiacono, F. (2015). Pratiche inclusive e cooperative learning. Una ricerca-azione in una scuola di Bari. Studium Educationis, 16(2), 43-56.
Russo, A. (2021). Relazione educativa e comunicazione nella comunità di apprendimento. Rivista Italiana di Educazione Familiare, 18(1), 337-357. https://doi.org/10.36253/rief-9496.
Sharan, Y., & Sharan, S. (2021). Design for change: A teacher education project for cooperative learning and group investigation in Israel. In N. Davidson (Ed.), Pioneering perspectives in cooperative learning: Theory, research, and classroom practice for diverse approaches to CL, 165-182. London: Routledge. https://doi.org/10.4324/9781003106760-8.
Sidgi, L.F.S. (2022). The benefits of using collaborative learning strategy in higher education. International Journal of English Literature and Social Sciences 7(6), 217-224. https://dx.doi.org/10.22161/ijels.76.31.
Slavin, R. (2014). Cooperative learning and academic achievement: Why does groupwork work? Anales De Psicologia, 30(3), 785-791. http://dx.doi.org/10.6018/analesps.30.3.201201.
Tran, V.D. (2013). Theoretical perspectives underlying the application of cooperative
learning in classrooms. International Journal of Higher Education, 2(4), 101-115. https://doi.org/10.5430/ijhe.v2n4p101.
Travaglini, A. (2015). Prosocialità, apprendimento e pratiche inclusive: il ruolo del Cooperative Learning nella scuola secondaria di primo grado. Formazione & Insegnamento, 12(2), 39-46.
UNESCO (2019). Teacher policy development guide. Paris: Unesco.
URL:https://unesdoc.unesco.org/ark:/48223/pf0000370966 (accessed on 1st June 2023).
Van Ryzin, M. J., & Roseth, C. J. (2022). The longitudinal relationship between peer relations and empathy and their joint contribution to reducing bullying in middle school: findings from a randomized trial of cooperative learning. Journal of Prevention and Health Promotion, 3(2), 147–165. https://doi.org/10.1177/26320770221094032.
Veldman, M., & Kostons, D. (2019). Cooperative and collaborative learning: considering four dimensions of learning in groups. Pedagogische Studien, 96(2), 76–81.
Zollo, I., & Galdieri, M. (2022). Designing the school -¬ family alliance from an inclusive and sustainable perspective: an operational proposal. Italian Journal of Special Education for Inclusion, 10(2), 50¬60. http://doi.org/10.7346/sipes-02-2022-04
Downloads
Published
How to Cite
License
Copyright (c) 2023 Barbara Baschiera, Jonathan Borg
This work is licensed under a Creative Commons Attribution 4.0 International License.
The authors who publish in this magazine accept the following conditions:
- The authors retain the rights to their work and give the magazine the right to first publish the work, simultaneously licensed under a Creative Commons License - Attribution which allows others to share the work indicating the intellectual authorship and the first publication in this magazine.
- Authors may adhere to other non-exclusive license agreements for the distribution of the version of the published work (eg deposit it in an institutional archive or publish it in a monograph), provided that the first publication took place in this magazine.
- Authors can disseminate their work online (eg in institutional repositories or on their website) before and during the submission process, as it can lead to productive exchanges and increase citations of the published work.
