Student response to a cooperative learning element within a large physiology class setting: lessons learned.

Area of Science:

• Physiology Education
• Higher Education Pedagogy

Background:

• Undergraduate physiology students often memorize content, limiting critical thinking and engagement.
• There's a need to explore active learning strategies to deepen student understanding.

Purpose of the Study:

• To assess the feasibility of cooperative learning in a large undergraduate physiology class.
• To evaluate student reception and logistical challenges of active learning methods in South Africa.

Main Methods:

• A cooperative learning assignment was implemented for 225 final-year Bachelor of Science physiology students.
• Students worked in groups, with dedicated in-class cooperative learning slots facilitated by instructors.

Main Results:

• Cooperative learning was generally well-received by students, with some engagement in group work.
• The method proved logistically feasible in a large class setting, provided sufficient support.
• Student reception and engagement indicated potential, but success requires further refinement.

Conclusions:

• Cooperative learning is a feasible active learning strategy for large physiology classes in South Africa.
• Successful implementation necessitates robust logistical support and supplementary strategies.
• Further research should focus on optimizing cooperative learning for enhanced student outcomes.