Exploring cooperative and challenge-based learning strategies as catalysts for personal resonance and transformation within and beyond the classroom: A case study.
Saved in:
| Title: | Exploring cooperative and challenge-based learning strategies as catalysts for personal resonance and transformation within and beyond the classroom: A case study. |
|---|---|
| Authors: | Robinson, Oral1 (AUTHOR) oral.robinson@ubc.ca, Sharma, Rohil1 (AUTHOR) |
| Source: | Innovations in Education & Teaching International. Jun2026, Vol. 63 Issue 3, p969-982. 14p. |
| Subject Terms: | *Collaborative learning, *Transformative learning, *Teaching methods, *Self-efficacy in students, *Critical incident technique, *Active learning, *Group work in education, *Higher education |
| Abstract: | Despite the widespread growth of cooperative and transformative learning strategies in higher education, there is limited research on how students collaboratively engage with critical incidents. We draw on challenge-based learning (CBL) principles to redesign a university course around collaborative and critical pedagogical principles to examine how they affect students' self-perceived agency and responses to social problems. The results in this paper are based on qualitative summative feedback from students (n = 339) across three academic terms. We found that cooperative learning, guided by CBL, motivated students to respond to critical incidents in five transformative ways: deeper reflection, increased support/motivation, self-efficacy in personal changes, empowered agency, and credence in small acts. However, students also reported reticence and discomfort with teamwork, and apathy and pessimism about society, which undermined their agencies. We therefore recommend strategies to help educators innovate strategies to activate students' agency, and overcome pessimism and opposition to collaborative and challenge-based learning. [ABSTRACT FROM AUTHOR] |
| Copyright of Innovations in Education & Teaching International is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
|
Full text is not displayed to guests.
Login for full access.
|
|
| FullText | Links: – Type: pdflink Text: Availability: 1 |
|---|---|
| Header | DbId: ehh DbLabel: Education Research Complete An: 193689873 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: Exploring cooperative and challenge-based learning strategies as catalysts for personal resonance and transformation within and beyond the classroom: A case study. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Robinson%2C+Oral%22">Robinson, Oral</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> oral.robinson@ubc.ca</i><br /><searchLink fieldCode="AR" term="%22Sharma%2C+Rohil%22">Sharma, Rohil</searchLink><relatesTo>1</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Innovations+in+Education+%26+Teaching+International%22">Innovations in Education & Teaching International</searchLink>. Jun2026, Vol. 63 Issue 3, p969-982. 14p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Collaborative+learning%22">Collaborative learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Transformative+learning%22">Transformative learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br />*<searchLink fieldCode="DE" term="%22Self-efficacy+in+students%22">Self-efficacy in students</searchLink><br />*<searchLink fieldCode="DE" term="%22Critical+incident+technique%22">Critical incident technique</searchLink><br />*<searchLink fieldCode="DE" term="%22Active+learning%22">Active learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Group+work+in+education%22">Group work in education</searchLink><br />*<searchLink fieldCode="DE" term="%22Higher+education%22">Higher education</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Despite the widespread growth of cooperative and transformative learning strategies in higher education, there is limited research on how students collaboratively engage with critical incidents. We draw on challenge-based learning (CBL) principles to redesign a university course around collaborative and critical pedagogical principles to examine how they affect students' self-perceived agency and responses to social problems. The results in this paper are based on qualitative summative feedback from students (n = 339) across three academic terms. We found that cooperative learning, guided by CBL, motivated students to respond to critical incidents in five transformative ways: deeper reflection, increased support/motivation, self-efficacy in personal changes, empowered agency, and credence in small acts. However, students also reported reticence and discomfort with teamwork, and apathy and pessimism about society, which undermined their agencies. We therefore recommend strategies to help educators innovate strategies to activate students' agency, and overcome pessimism and opposition to collaborative and challenge-based learning. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Innovations in Education & Teaching International is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=193689873 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/14703297.2025.2508856 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 14 StartPage: 969 Subjects: – SubjectFull: Collaborative learning Type: general – SubjectFull: Transformative learning Type: general – SubjectFull: Teaching methods Type: general – SubjectFull: Self-efficacy in students Type: general – SubjectFull: Critical incident technique Type: general – SubjectFull: Active learning Type: general – SubjectFull: Group work in education Type: general – SubjectFull: Higher education Type: general Titles: – TitleFull: Exploring cooperative and challenge-based learning strategies as catalysts for personal resonance and transformation within and beyond the classroom: A case study. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Robinson, Oral – PersonEntity: Name: NameFull: Sharma, Rohil IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 06 Text: Jun2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 14703297 Numbering: – Type: volume Value: 63 – Type: issue Value: 3 Titles: – TitleFull: Innovations in Education & Teaching International Type: main |
| ResultId | 1 |
