Collaborative Learning in Bangladesh College Education: Challenges, Perceptions, and Pathways to Implementation

Md Shafiullah

doi:10.18535/sshj.v8i10.1416

Abstract

This study examines the current landscape of collaborative learning (CL) within Bangladesh's college education system, which encompasses approximately 2,300 institutions affiliated with the National University of Bangladesh. Despite the potential benefits of CL, including enhanced student engagement and improved learning outcomes, its implementation remains limited due to various structural, psychological, and systemic barriers. Utilizing a mixed-methods approach, this research integrates semi-structured interviews with students and surveys of teachers to explore their perceptions of CL and the challenges they face. Findings reveal a significant discrepancy between teachers' reported use of CL and students' experiences, with the latter predominantly experiencing traditional lecture-based instruction. Key barriers identified include overcrowded classrooms, inflexible seating arrangements, a rigid examination system focused on rote memorization, and a lack of teacher training in interactive pedagogical methods. However, both educators and students recognize the value of CL in fostering active learning and social interaction. This study provides recommendations for improving the integration of CL in Bangladesh's colleges, emphasizing the need for targeted teacher training, classroom redesign, and assessment reform to create a more conducive environment for collaborative learning. The insights from this research aim to inform policymakers, educators, and administrators, contributing to the ongoing discourse on enhancing educational quality in Bangladesh.

Keywords

artificial intelligencedecision-makingtechnological developments

References

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[refR-2] Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). SAGE Publications, Inc.Google Scholar ↗

[refR-3] D’Souza, S., & Wood, L. (2003). Rationale for collaborative learning in first year engineering mathematics. New Zealand Journal of Mathematics, 32, 47-55.Google Scholar ↗

[refR-4] Flick, W. (Ed.). (2014). The SAGE handbook of qualitative data analysis. SAGE Publications, Inc.Google Scholar ↗

[refR-5] Johnson, D. W., Johnson, R. T., & Smith, K. A. (2014). Cooperative learning: Improving university instruction by basing practice on validated theory. Journal on Excellence in College Teaching, 25(3&4), 85-118.Google Scholar ↗

[refR-6] Laal, M. (2012). Collaborative learning: Elements. Procedia – Social and Behavioral Sciences, 83, 814-818.Google Scholar ↗

[refR-7] https://doi.org/10.1016/j.sbspro.2013.06.153DOI ↗Google Scholar ↗

[refR-8] Loes, C. N., Culver, K. C., & Trolian, T. L. (2018). How collaborative learning enhances students’ openness to diversity. The Journal of Higher Education, 89(6), 935-960.Google Scholar ↗

[refR-9] https://doi.org/10.1080/00221546.2018.1442638DOI ↗Google Scholar ↗

[refR-10] Madden, N. E., & Slavin, R. E. (1983). Cooperative learning and social acceptance of mainstreamed academically handicapped students. Journal of Special Education, 17, 171-182.Google Scholar ↗

[refR-11] National University, Bangladesh. (2018). 2017 – 2018 annual report. Retrieved from http://www.nu.ac.bd/uploads/2018/Anual%20Report-2017-2018%20Final_pub_date_10072018.pdfGoogle Scholar ↗

[refR-12] Panitz, T. (1996). Collaborative versus cooperative learning. Retrieved March 13, 2020, from http://etec.ctlt.ubc.ca/510wiki/Collaborative_Learning_vs._Cooperative_Learning-Michelle_Furlotte_soloGoogle Scholar ↗

[refR-13] Paul, S. R. (2016). Teacher’s challenges in organizing collaborative learning with university students in Bangladesh (Master’s thesis, Brac University, Bangladesh). Retrieved from http://dspace.bracu.ac.bd/xmlui/bitstream/handle/10361/8309/15177007_MA%20TESOL.pdf?sequence=1&isAllowed=yGoogle Scholar ↗

[refR-14] Postholm, M. B. (2013). Classroom management: What does research tell us? European Educational Research Journal, 12(3), 389-402.Google Scholar ↗

[refR-15] https://doi.org/10.2304/eerj.2013.12.3.389DOI ↗Google Scholar ↗

[refR-16] Roschelle, J., & Teasley, S. D. (1995). The construction of shared knowledge in collaborative problem solving. In Computer supported collaborative learning (pp. 69-77). Springer. https://doi.org/10.1007/978-3-642-85098-1_5DOI ↗Google Scholar ↗

[refR-17] Sakshi, M., & Dhull, I. (2018). Collaborative and cooperative learning: An overview. International Journal of Research and Analytical Reviews, 5(4), 165-168.Google Scholar ↗

[refR-18] Slavin, R. E. (1990). Cooperative learning: Theory, research, and practice. Allyn & Bacon.Google Scholar ↗

[refR-19] Slavin, R. E. (1997). Educational psychology: Theory and practice (5th ed.). Allyn & Bacon.Google Scholar ↗

[refR-20] Smith, B. L., & MacGregor, J. T. (1992). What is collaborative learning? In A. Goodsell, M. Maher, V. Tinto, B. L. Smith, & J. T. MacGregor (Eds.), Collaborative learning: A sourcebook for higher education. National Center on Postsecondary Teaching, Learning, and Assessment.Google Scholar ↗

[refR-21] Thornton, H. (2006). Teachers talking: The role of collaboration in secondary schools in Bangladesh. Compare: A Journal of Comparative and International Education, 36(2), 181-196.Google Scholar ↗

[refR-22] https://doi.org/10.1080/03057920600741180DOI ↗Google Scholar ↗

[refR-23] Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.Google Scholar ↗