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Nursing Undergraduates' Experiences and Expectations With In-Classroom Cooperative Learning: A Descriptive
Yuanyue Ren1, Jingjing Wang, Yunjing Qiu
1Author Affiliations: School of Nursing and Health, Zhengzhou University, Zhengzhou City, Henan Province, China (Ms Ren, Ms J. Wang, Ms Shi, Ms S. Chen, Ms J. Chen and Dr Lin); School of Nursing and Midwifery, Faculty of Health, University of Technology Sydney, Sydney, Australia (Dr Qiu); and School of Nursing, The Hong Kong Polytechnic University, Hong Kong, China (Dr S. Wang).
Nursing undergraduates find cooperative learning a mixed experience, often falling short of expectations for equitable participation due to social pressures. Improving cooperative learning requires clear guidance and supportive environments.
Area of Science:
- Nursing Education
- Pedagogy
- Higher Education
Background:
- Cooperative learning is prevalent in nursing education.
- Undergraduate student experiences and expectations are not well understood.
Purpose of the Study:
- To explore nursing undergraduates' classroom experiences with cooperative learning.
- To understand student expectations of cooperative learning.
Main Methods:
- Descriptive phenomenological study.
- 14 second-year nursing undergraduates.
- Semi-structured interviews and thematic analysis.
Main Results:
- Cooperative learning presented a "double-edged experience" with benefits, frustrations, and difficulties.
- Factors influencing experiences included prompting factors and barriers.
- Students expected equitable participation, but faced uneven involvement and conformity pressures.
Conclusions:
- A significant gap exists between student expectations and the reality of cooperative learning.
- Enhancing cooperative learning effectiveness necessitates explicit guidance, equitable task design, and a positive classroom climate.
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