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• W120327605 abstract "Cooperative learning has been recognized as the most successful learning strategy in educational history. Therefore, it has been widely adopted in many Asian countries recently. However, a growing number of researchers have argued that cooperative learning both theoretically and practically conflicts with Asian, especially Confucian heritage culture (CHC). In fact, many studies found that this method is equivocal and, moreover, it is of little interest to Asian teachers and students. This is a concern and there needs to be research conducted to investigate disjunctions between the principles of cooperative learning and the sociocultural context of CHC countries. Moreover, strategies to match these disjunctions need to be determined so that cooperative learning can be culturally adaptive to CHC classrooms. The aim of this study was to develop a culturally-relevant cooperative learning framework for Vietnamese college students. The study employed a design-based research approach. This approach adopts a problem-solving and iterative procedure to research in order to reveal the underlying reasons for the ineffective outcomes. The study consisted of five iterative cycles: Literature survey, Exploratory study, Intervention I, Intervention II and Refection and Integration. The literature survey cycle developed a theoretical framework which suggested that to implement cooperative learning in Vietnamese classrooms successfully, there needs to be a change in factors that influence students’ learning approach (e.g., teaching and assessment) and adjustments of cooperative learning principles to fit desirable learning values of Vietnamese college students. The Exploratory study cycle was conducted with eighty college teachers and students from twenty universities in Vietnam. All participants completed a survey and twenty teachers and students participated in a 30-minute interview. The findings reported that teamwork has been widely applied in Vietnamese colleges. The participants showed positive attitudes toward this methodology. However, there were a number of local institutional and cultural constraints that hindered this methodology. The Intervention I cycle was conducted with a class of twenty college students for one semester. The study investigated the effects of well-structured and ill-structured assessments on cooperation among the students and the students’ attitudes toward group formation preference and group assessment. The results report that when the students engaged in ill-structured assessments, they were more cooperative, provided more helpful assistance to each other and perceived small-group work as more enjoyable than when they engaged in well-structured assessments. The students showed their negative attitudes toward equally-sharing group assessment and mixed-ability groups. The Intervention II cycle was an experimental study. It was conducted with 145 college students for one semester. The study was divided into two cycles. The Before-break cycle investigated the students’ perceptions toward group formation and group leadership. The results report that when the students were grouped with friends and managed by a leader, they got along and cooperated with each other better than when they were grouped with strangers and there was not a leader in their group. The After-break cycle developed strategies to equally involve group members in group discussions and decision making. The cycle also designed techniques to interest the students in assessing their peers. The results show that when a large group was divided into two smaller groups, every group member had a better chance of being involved in interactions and decision-making than when they worked in large groups. Also, inter-group peer assessment helped the students work more effectively and feel more relaxed than intra-group peer assessment. In sum, throughout the study, the framework was designed and redesigned based on data collected through two interventions. All designs were determined based on a careful examination of influences of, and relationships between various factors that impact learning such as education policy makers, teaching, institutions and the learning culture of students. The study made various contributions. First, by examining tensions and constraints that pull and push the process of modernizing education in CHC countries, the study determined a logic that for reform to succeed in this region, cross-cultural pedagogy developers always need to build up a balance between outside inputs and impacts of the local culture. Second, the culturally-relevant framework developed in this study provided substantive design principles that could assist CHC teachers to implement cooperative learning successfully. Finally, the study applied lessons learned in constructing design procedures and problem analyses to develop a set of new theories and notions about teaching and learning in the field of intercultural education. Future research should examine if the framework developed in this study helps increase CHC students’ academic achievement. Also, there needs to be a development of strategies that aim to assist CHC teachers to delegate authority to students so that CHC students could become more active in independent learning and decision making. These strategies are important to the success of implementing teamwork activities like cooperative learning in Vietnam. Unfortunately, the scope of this study did not allow the researcher to develop these strategies. Keywords Vietnam, cooperative learning, Confucian heritage culture (CHC), education reform, culturally-relevant pedagogy, higher education Australian and New Zealand Standard Research Classifications (ANZSRC) 130202 Curriculum and Pedagogy Theory and Development 30%, 130302 Comparative and Cross-Cultural Education 40%, 130103 Higher Education 30%" @default.
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• W120327605 date "2010-11-01" @default.
• W120327605 modified "2023-09-27" @default.
• W120327605 title "Designing a culturally-relevant pedagogy for Confucian Heritage Culture (CHC) college students: The case of cooperative learning in Vietnam" @default.
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