Implementing cooperative learning among post graduate students: lecturers’ reflection

Over the last three decades, one of the pedagogical practices that has attracted much attention to the world of education is cooperative learning approach. While large lecture halls and bell curves generally characterized higher education, we have to accept the fact that there has been an increased in active learning and cooperative learning-based pedagogies in universities across the country. The role of university lecturers is changing. As the Constructivist educational paradigm continues to take hold, it is likely that the higher education will continue to make progress in alignment with this movement. However, under the false notions that cooperative learning is an alternative to, rather than an enhancement of professional lectures, some lecturers might struggle with implementing it or avoid integrating it into their classes. This study reports on the reflection of 12 university lecturers who have implemented cooperative learning in their classes while teaching masters’ students for a duration of 14 weeks. Data from the interviews reveal that while the lecturers have positive experience with cooperative learning, a number of them encountered difficulties with implementation of it in their classrooms. As educators often operate under the false assumption that putting adults in groups automatically assumes that they are being cooperative and that they are learning, there were some ‘interpersonal’ issues identified. Some lecturers commented that it really required a very high commitment on the part of the lecturers if it was to be implemented effectively.