Exploring cooperative and challenge-based learning strategies as catalysts for personal resonance and transformation within and beyond the classroom: A case study.
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| Title: | Exploring cooperative and challenge-based learning strategies as catalysts for personal resonance and transformation within and beyond the classroom: A case study. |
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| 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 |
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