The Canadian Journal for the Scholarship of Teaching and Learning - Issue 1 - The Perceived Efficacy of Cooperative Group Learning in a Graduate Program

Oct 15, 2026

This paper addresses a literature gap on how cooperative/collaborative group learning is implemented and evaluated for its efficacy in supporting transformative learning within graduate education. It reports an intentional cooperative group-learning model used in a Master of Education in Higher Education program at the University of Toronto. A literature-grounded praxis review, key model elements, and post-hoc perceptions from 77 graduate students (90% response) are analyzed, indicating potential to enhance transformative learning at the graduate level.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages18

Reading Time45 min

AccessFree to download

Abstract

Cooperative/collaborative group learning in graduate studies

Intentional model and literature grounding

Model elements and post-hoc student perceptions

The Canadian Journal for the Scholarship of Teaching and Learning | Volume 12 | Issue 1 | Article 6 | | --- | --- | | Fall 09-20-2021
The Perceived Efficacy of Cooperative Group Learning in a Graduate Program
Katharine Janzen
Ontario Institute for Studies in Education/University of Toronto, [katharine.janzen@utoronto.ca](katharine.janzen@utoronto.ca)
Follow this and additional works at: [https://www.cjsotl-rcacea.ca](https://www.cjsotl-rcacea.ca)
[https://doi.org/10.5206/cjsotlrcacea.2021.1.14206](https://doi.org/10.5206/cjsotlrcacea.2021.1.14206) | | Recommended Citation Janzen, K. (2021) . The perceived efficacy of cooperative group learning in a graduate program. The Canadian Journal for the Scholarship of Teaching and Learning, 12(1). [https://doi.org/10.5206/cjsotlrcacea.2021.1.14206](https://doi.org/10.5206/cjsotlrcacea.2021.1.14206) The Perceived Efficacy of Cooperative Group Learning in a Graduate Program Abstract This paper addresses a gap in the literature about the study of the implementation of cooperative/collaborative group learning, and the assessment of its efficacy in facilitating transformative learning in the context of graduate studies. These topics have been widely discussed in the scholarly literature at the K-12 and post-secondary (college and undergraduate) level for many years, and cooperative group learning has generally been found to facilitate student learning. What has not been addressed is the use of this form of group learning in graduate studies. This paper reportson an intentional model of cooperative group-learning used in a Master of Education in Higher Education program at the Ontario Institute for Studies in Higher Education (OISE) at the University of Toronto. A brief review of the literature that grounds this praxis, the elements of the model used, anda post-hoc analysis of the perceptions of 77 graduate students (90% response rate) surveyed in a case study regarding its efficacy in facilitating their learning are presented. The findings suggest that this model of group-based learning has the potential to enhance the process for transformative learning atthe graduate level of education. Cet article traite de l’écart qui existe dans la recherche publiée entre la mise en oeuvre del’apprentissage coopératif/collaboratif en groupe et l’évaluation de son efficacité pour faciliter l’apprentissage transformatif au niveau des études supérieures. Ces sujets ont été largement discutéspendant des années dans les travaux de recherche publiés sur l’apprentissage au niveau de lamaternelle à la douzième année ainsi qu’au niveau post-secondaire (collège et premier cycle universitaire) et les recherche ont montré que l’apprentissage coopératif en groupe facilitaitl’apprentissage des apprenants. Toutefois, la question qui n’a pas été traitée est celle qui se rapporte à cette forme d’apprentissage en groupe au niveau des cycles supérieurs. Cet article présente un rapport sur un modèle intentionnel d’apprentissage coopératif en groupe employé dans un programme de maîtrise en éducation de l’enseignement supérieur à l’Institut for Studies in Higher Education (OISE) de l’Université de Toronto. Une brève revue des publications qui fondent cette praxis, les éléments du modèle employé, ainsi que l’analyse après coup des perceptions des 77 étudiants à la maîtrise (taux de réponses de 90 %) ayant participé à ce sondage dans le cadre d’une étude de cas concernant son efficacité pour faciliter leur apprentissage, sont présentées dans l’article. Les résultats suggèrent que ce modèle d’apprentissage en groupe a le potentiel d’améliorer le processus d’apprentissage transformatif au niveau des études de cycles supérieurs. Keywords group-based learning, cooperative learning, transformative learning, graduate education; apprentissage en groupe, apprentissage coopératif, apprentissage transformatif, enseignementsupérieur This research paper/Rapport de recherche is available in The Canadian

FAQs

What gap does the paper address regarding cooperative group learning?

It focuses on the lack of attention to implementing and assessing cooperative/collaborative group learning specifically in graduate studies, rather than only in K-12 or undergraduate settings.

How is the cooperative learning model studied in the graduate program?

The paper reports an intentional cooperative group-learning model in a Master of Education in Higher Education program and presents a review of literature grounding the praxis and the model’s elements.

What evidence is used to evaluate the model’s efficacy?

It includes a post-hoc analysis of perceptions from 77 graduate students surveyed in a case study, with a 90% response rate.

Oct 15, 2026

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