Impact of Online Cooperative Learning Strategies on Self-Directed Learning among Pre-Service Teachers
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| Title: | Impact of Online Cooperative Learning Strategies on Self-Directed Learning among Pre-Service Teachers |
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| Language: | English |
| Authors: | Nisha Chakyarkandiyil (ORCID |
| Source: | Journal of Education and Learning (EduLearn). 2025 19(4):1914-1921. |
| Availability: | Institute of Advanced Engineering and Science. C5 Plumbon, Banguntapan, Yogyakarta, 55198, Indonesia. e-mail: edulearn@uad.ac.id; Web site: http://edulearn.intelektual.org/index.php/EduLearn/ |
| Peer Reviewed: | Y |
| Page Count: | 8 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Independent Study, Technology Uses in Education, Preservice Teacher Education, Preservice Teachers, Skill Development, Cooperative Learning, Foreign Countries, Online Courses, Program Effectiveness |
| Geographic Terms: | India |
| ISSN: | 2089-9823 2302-9277 |
| Abstract: | Self-directed learning (SDL) often drives learners to engage with what they want to learn. Thus, investigating teaching-learning strategies that drive SDL gains importance in this technology-driven era. The present study investigates the impact of online cooperative learning (OCL) strategies on SDL skills among pre-service teachers (PST). The study engaged 130 PSTs using a quasi-experimental non-equivalent control group design with a pretest and posttest. The study divided PST into a control group and an experimental group. The experimental group underwent OCL strategy, and the control group had a traditional online lecture method. The researchers measured the SDL of PST using the SDL scale. The paired sample t-test results indicated a significant enhancement in SDL skills among the experimental group compared to the control group. The findings underscore the importance of integrating cooperative learning (CL) strategies in online instruction to foster SDL ability among learners. Further studies may create user-friendly features in video-conferencing platforms that provide more opportunities to engage students with CL pedagogies. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1482767 |
| Database: | ERIC |
| Abstract: | Self-directed learning (SDL) often drives learners to engage with what they want to learn. Thus, investigating teaching-learning strategies that drive SDL gains importance in this technology-driven era. The present study investigates the impact of online cooperative learning (OCL) strategies on SDL skills among pre-service teachers (PST). The study engaged 130 PSTs using a quasi-experimental non-equivalent control group design with a pretest and posttest. The study divided PST into a control group and an experimental group. The experimental group underwent OCL strategy, and the control group had a traditional online lecture method. The researchers measured the SDL of PST using the SDL scale. The paired sample t-test results indicated a significant enhancement in SDL skills among the experimental group compared to the control group. The findings underscore the importance of integrating cooperative learning (CL) strategies in online instruction to foster SDL ability among learners. Further studies may create user-friendly features in video-conferencing platforms that provide more opportunities to engage students with CL pedagogies. |
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| ISSN: | 2089-9823 2302-9277 |
