Thesis (Ph. D.)--University of Toronto, 2005.

Thesis (D. Min.)--Columbia International University, 2004. / Abstract. Includes bibliographical references (leaves 127-137).

Thesis (Ed. D.)--University of Missouri-Columbia, 1998. / Typescript. Vita. Includes bibliographical references (leaves 147-158). Also available on the Internet.

Thesis (Ed. D.)--University of Missouri-Columbia, 1998. / Typescript. Vita. Includes bibliographical references (leaves 147-158). Also available on the Internet.

Thesis (D. Min.)--Columbia International University, 2004. / Abstract. Includes bibliographical references (leaves 127-137).

Thesis (D. Min.)--Columbia International University, 2004. / Abstract. Includes bibliographical references (leaves 127-137).

Research in cooperative learning in education generally and second language education in particular has documented the apparently successful and simultaneous achievement of a number of educational goals. For second language learners, these goals include developing the second language (L2), maintaining the first language (L1), and acquiring content knowledge. However, little research has examined the opinions of the learners themselves with regard to cooperative learning together with the process of cooperative interaction. This study explores the opinions and interactions of Chinese immigrant students engaging in cooperative learning in English as a second language (ESL) classes. Drawing on qualitative research and discourse analysis traditions, the study used multiple methods of data collection in a Canadian secondary school ESL program: (1) individual interviews were carried out with 49 Chinese students; (2) 120 hours of observations in natural classroom settings were conducted; and (3) 30 hours of audio taped recordings of Chinese students' interactions during cooperative learning activities were also analyzed. The findings of the study present a complex picture of cooperative learning in the ESL classroom. The Chinese students seemed to be sitting on the horns of cooperative learning dilemmas between cooperation and individualism, between achieving results and sharing understandings of the task, and between using L1 to help with L2 / content learning and developing L2 for academic purposes. Particularly with cooperative learning goals of developing L2, maintaining L1, and acquiring content knowledge, Chinese students had difficult choices to make between developing L2 and maintaining L1, between using L1 for academic language and developing academic language in L2, and between learning content in L1 and learning content in L2. At a detailed level, tensions and dilemmas that Chinese students confronted appear to be intrinsic to the simultaneous pursuit of the three cooperative learning goals claimed for L2 learners. Cummins' (1991b, 1992) bilingual proficiency theory, which offers a possible theoretical model of how these goals are related, needs to address the various conflicts and dilemmas involved in these three cooperative learning goals. While recognizing other contributing factors, this work suggests that cooperative learning dilemmas may arise from conflicts of socially shared values and beliefs, and that discrepancies between Chinese students' home educational culture and their present Canadian secondary school culture add a layer of complexity to the dilemmatic situation of cooperative learning in an ESL context. / Education, Faculty of / Language and Literacy Education (LLED), Department of / Graduate

Thesis (M. Ed. (Curriculum Studies)) -- University of Limpopo, 2016 / Some teamwork in learning are effective and others are not. There are a number of factors or attributes that are needed for the implementation of an effective teamwork. The aim of this study was to describe how learners grapple with the use of teamwork for effective teaching and learning in impoverished rural secondary schools. A case study research design was adopted to gather data. The study was conducted in Luthuli Park Combined School in Limpopo Province. The research participants were learners from this school. The study was oriented in an interpretive paradigm following mixed methods approach. Multiple methods of data collection were used. First, data were collected through individual interviews with learners. Second, questionnaires were distributed to the learners to gather quantitative data. Finally, an observation method was used to collect data such as time management by learners, their behavioural patterns and the way they team themselves in the classroom. The study found that the majority of the learners did not listen to suggestions from their team members; they lacked listening skills. In particular, the study indicated that 46% of the learners listened to each other’s suggestions while 54% reported that they did not listen to each other’s suggestions. The main finding of the study is that teamwork among learners is still problematic. The conditions within the classroom prohibited the effectiveness of teamwork. For example, lack of textbooks, physical resources (chairs, desks, data projectors, et cetera). The findings of the study reveal an indecisive and autocratic mind-set among learners regarding the involvement of teamwork. The study recommends that the implementation of effective teamwork will play a vital role in improving performance of the learners.

Thesis (Ph.D. (Curriculum Studies)) -- University of Limpopo, 2020 / Group Work Learning (GWL) has, over the past thirty years, grown in popularity as a pedagogy in Higher Education across the world, and has widely been documented as a more effective pedagogy in comparison to individualistic learning. However, research studies also warn against the uninformed use of GWL and the negative results thereof. Within popular modes of GWL such as cooperative learning, team because their use has proven to yield success and positive results. It is within this context that the study sought to reflect on the practices of GWL at the University of Limpopo with the view to arrive at refined contextual approaches- approaches that would be reflective and context driven. The study adopted a qualitative research approach, which is anchored in the interpretive research paradigm, and employed a descriptive and exploratory case study design to address the existing knowledge gaps. Semi-structured interviews with eight lecturers from the four faculties at University of Limpopo, observations with eight student groups and informal conversations with the eight student groups were used to collect data for the study. The key findings of the study were as follows: 1) Practitioners in the study did not employ any particular elements, guidelines, principles, models or theories to underpin their use of GWL as a teaching and learning strategy and 2) Individual and group accountability, poor participation and group dynamics remained a challenge in the use of GWL. The additional sub-findings were: 1) The intended or required learning was clearly articulated but focused mainly on learning content and minimally on skills development, values and attitudes, 2) Group formation and group size varied from group to group depending on class size and did not consider context. 3) Practitioners thought there was a need for the improvement of GWL, 4) The study identified challenges and possibilities for improvement. Based on these findings, I propose a guided, reflective and contextual approach to GWL that is cyclic in character, places the reflectiveness and context of the practices at the center of the process and in which the approach further connects the practices to all the other components that are key to GWL, namely: clear intended learning outcomes that are inclusive of skills, values and attitudes; clear task instruction; elements or guidelines underpinned by relevant group learning theories or models; as well as clear measures to xiii foster accountability. Group formation and group size based on a clear rationale, as well as continuous reflection on the process with a view to improving and refining the practices. Such an approach is likely to provide the student groups with some framework on how to learn together and complete their tasks/assignments and projects in a manner which is accountable.

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