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dc.contributor.authorAdebola, Oyinlola Omolara
dc.contributor.authorTsotetsi, Cias
dc.date.accessioned2022-11-21T09:53:55Z
dc.date.available2022-11-21T09:53:55Z
dc.date.issued2022
dc.identifierhttps://doi.org/10.46303/jcve.2022.20
dc.identifier.citationAdebola, O.O., & Tsotetsi, C. (2022). Collaborative learning: a veritable tool for promoting classroom participation among pre-service teachers in rural universities in South Africa. Journal of Culture and Values in Education, 5(2), 65-79. https://doi.org/10.46303/jcve.2022.20en_ZA
dc.identifier.issn2590-342X
dc.identifier.urihttp://hdl.handle.net/11660/11983
dc.description.abstractThe benefits of collaborative learning (CL) in teaching-learning have been well-documented. According to existing literature, it will help students and teachers learn from one another, develop good communication skills, foster a sense of community, trust and respect, and retain and apply the information in their future studies. Unfortunately, observation coupled with research shows that pre-service teachers’ participation in South Africa's rural universities is at its lowest ebb – a potential source of concern to education stakeholders given its futuristic implications in the light of CL benefits. Less pre-service teachers’ participation has been linked to cultural influence, environmental factors and students’ backgrounds and have negatively impacted students’ academic achievement. This paper seeks to typify CL as a panacea to pre-service teachers' apathy toward learning. In doing this, social constructivism theory (SCT) was adopted to underpin the study. Drawing from the principles of participatory action research, fifteen undergraduate students were randomly selected, and data was gathered with the instrumentation of semi-structured interviews and focus groups. The study revealed the think-peer-share strategy, group work strategy, micro-teaching strategy, positive feedback and encouragement, learner-centred method, and inquiry method as strategies for improving participation among pre-service teachers in rural universities. Recommendations were made in line with the findings of the study.en_ZA
dc.language.isoenen_ZA
dc.publisherOpenEd Networken_ZA
dc.subjectCollaborative learningen_ZA
dc.subjectPre-service teachersen_ZA
dc.subjectClassroom participationen_ZA
dc.subjectRural universitiesen_ZA
dc.titleCollaborative learning: a veritable tool for promoting classroom participation among pre-service teachers in rural universities in South Africaen_ZA
dc.typeArticleen_ZA
dc.description.versionPublisher's versionen_ZA
dc.rights.holderAuthor(s)en_ZA
dc.rights.licensehttps://creativecommons.org/licenses/by/4.0/


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