Working with teachers to adopt cooperative learning: implication for teachers’ development in private higher education in Singapore

Loh, R (2025) Working with teachers to adopt cooperative learning: implication for teachers’ development in private higher education in Singapore. Doctoral thesis, Liverpool John Moores University.

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Abstract

This research focused on the development of teachers in higher private education in Singapore through cooperative learning. Cooperative learning has been widely adopted to engage students actively in the learning process (Hennebry and Fordyce, 2018). However, there has been limited focus on how it serves as a developmental tool for teachers in higher education, as most studies were focused on school-based learning (Tadesse, Asmare and Ware, 2021). The unique contribution of the current research resulted in improvement in knowledge and practices. An important consideration in this current study was fine-grained analysis to produce a detailed account of teachers’ experiences and examine their impact on changing their perspectives and beliefs of teaching and learning.

This study employed longitudinal empirical research to investigate how cooperative learning impacted eight higher education teachers’ development from four academic disciplines who participated in the study. In addition, twenty-two students were selected to gain insight into their learning experiences. Semi-structured interviews, focus groups, and class observations data collection methods were employed to collect diverse information. Importantly, the research was conducted for nine months to obtain rich and contextual information on how teachers developed. The analysis was presented in three parts. The first part consisted of the thematic presentation of teachers’ adoption of cooperative learning. Next, full case studies for three teachers were developed to illustrate their development experiences over time. The final part examined the impacts on teachers regarding knowledge, practices and student engagement.

The original contribution to the literature showed that cooperative learning was a developmental tool for teachers shifting to student-centred teaching practices. Teachers adjusted teaching approaches, including posing questions, giving encouragement, altering activity sessions, and withholding information to encourage students’ participation and contribute ideas. Significantly, the implementation of cooperative learning was more effective when the academic developer (primary researcher) worked with teachers to give them support and encourage reflection. Teachers’ engagement in reflective practices deepens their understanding of teaching to active students’ learning. However, teachers faced challenges in implementing cooperative learning due to tight curriculum constraints on its usage. Students were reluctant to interact with peers. The diverse classroom experiences enriched teachers’ knowledge and impacted their development differently as they varied in response. The current study findings led to the development of theoretical models whereby teachers’ knowledge, involvement in lesson planning, implementation and reflection in a cyclical process impact teachers' development. A distinct feature was teachers’ responsiveness and adjustment to lesson planning and implementation due to contextual variables, including students' receptivity towards active participation. Teachers’ reflection enhances practical knowledge, which contributes to the enrichment of pedagogy knowledge. Implementing cooperative learning is a complex process that can influence development in varied ways as teachers acquire diverse experiences. Teachers shifting their focus from student-centred and culturally responsive pedagogy create a more inclusive learning environment to accommodate diverse students’ learning needs. It suggests that the adoption of constructivist teaching and reflective practices can potentially be recommended to private and public higher education institutions to improve students’ engagement in learning.

Item Type:	Thesis (Doctoral)
Uncontrolled Keywords:	Cooperative learning; Development of teachers
Subjects:	L Education > L Education (General)
Divisions:	Education
Date of acceptance:	14 May 2025
Date of first compliant Open Access:	25 June 2025
Date Deposited:	25 Jun 2025 11:08
Last Modified:	25 Jun 2025 11:08
DOI or ID number:	10.24377/LJMU.t.00026552
Supervisors:	Sadler, I, Hennessy, C and Frankham, J
URI:	https://researchonline.ljmu.ac.uk/id/eprint/26552

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