Methodological Perspectives on Cooperative Learning for Hong Kong Students Description of the Issue/Question/Problem One of the most important challenges facing modern institutions of higher learning such as universities is the burgeoning number of students seeking higher education. This large number of students presents these institutions with another challenge of how well and effectively they should organize their teaching and learning activities or programs in a manner that enables students to be active rather than passive learners. Moreover, another challenge is the diverse population of students in these institutions that calls for the application of student centered learning methods such as cooperative learning. This kind of learning owes its origins to North American schools where it was developed some five decades ago in a bid to provide individualistic and competitive learning or educational environment for students. Since then, it has been proved through several research studies that cooperative learning is a more effective teaching-learning instruction methods in universities than the traditional learning activities and practices. Cooperative learning involves student interaction and active engagement in the learning process in a manner that leads to individual accountability and positive interdependence (Chen, Chen & Chen, 2015). Cooperative learning consists of the application of methods, strategies and principles that aim at enhancing student-student learning interaction. It is a form of collaborative learning based on various theoretical perspectives such as social cohesion, motivations or behavioral, cognitive elaboration and developmental perspectives. It is based on equal participation and simultaneous interaction among students that involves nine main learning methods. These methods include Student Teams Achievement Divisions (STAD), Learning Together and Alone and Constructive Controversy Cooperative Learning Structures, Teams-Games-Tournaments (TGT), Cooperative Integrated Reading and Composition (CIRC), Group Investigation and Cooperative Integrated Reading and Composition (CIRC). However, in spite of the apparent benefits that could be associated with cooperative learning, this learning strategy is lacking among most universities in Hong Kong, including OUHJK. The main issue that is the subject of this research papers discussion is the general lack of cooperative learning among OUHK students in Hong Kong and how this kind of learning may be inculcated for effective outcomes. Most higher learning and educational institutions in Hong Kong still rely on traditional instruction methods to engage with their students and hence there is less student participation in the learning process. This issue has made it difficult to produce all-rounded students who can be able to face the challenges of a more diverse world and to actively take part in pertinent issues that require their involvement and input at various levels either during or after their education. To this extent, this study seeks to find solutions and answers to the following research questions: What is the role of culture (Confucianism) in higher education and how does it affect learning culture and instruction methods in Hong Kong? Is cooperative learning more appropriate and beneficial to Hong Kong students than the traditional learning styles? How should educational institutions such as the OUHK foster the adaptation of cooperative learning for their students to improve education standards, levels and outcomes? Investigation of the Problem from Different Methodological Perspectives The issue of lack of cooperative learning among Hong Kong learning institutions and at OUHK in particular may be approached using a litany of methodological perspectives. A methodological perspective is usually a way of thinking about to carry out a research study on a given topic or issue at hand. It may also involve a theoretical approach that explains the problem and possible solutions and an epistemological perspective which is based on our knowledge about the subject or existing literature. Epistemology refers to the possible ways through which knowledge is gained concerning social realities and issues. According to this perspective of educational or social science research, whatever is assumed to exist can be known. Hence, using this perspective, it may be claimed that the benefits cooperative learning on students may be known by carrying out research on the learning institutions and student attitudes. The epistemological perspective of research is based on the objectivity, constructionist and subjectivist assumptions and premises. Under the objectivity assumption, it is assumed that knowledge on particular issues does exist irrespective of us being conscious of it or not. The constructionist assumption is based on the premise that the only way we can know about a social phenomenon, is through our interactions with the issues. On the other hand, the subjectivist perspective assumes that people have different understandings of what we already know and can help in further comprehension of the issue. The post absolutism perspective on social science research rides on the assumption that we can never find an absolute truth or solution to a particular issue, but through research, we can make claims, test, refine and abandon some of the claims that remain with strong warrant claims. According to this perspective, it is the evidence, rational considerations and data that shape our knowledge of various social phenomena. For the purposes of this study, the broad perspectives of naturalism, constructivism and scientific realism will be used together with the specific perspectives such as the grounded theory or methodology, action research, participatory approaches, critical inquiry and phenomenology. Action Research Perspective on Cooperative Learning Action research in education and higher institution learning is a systemic process that involves the careful study of a situation in education with the aim of understanding and improving the education standards and process. It helps in improving educational practices and in the resolution of problems in education such as the one that faces OUHK. It is also relevant as a perspective on cooperative learning because it is an interactive and participatory process that takes into account the input of various stakeholders from the same field. It is an interactive method and technique of gathering relevant information that is then used in exploring various issues in education such as curriculum development, student participation and behavior and students attitudes or outcomes in the learning process. Action research as a perspective for finding a solution to the problem of lack of cooperative learning among OUHK students may involve identification of the problem, devising of a plan of action, acting to implement the plan, observing, collecting and analyzing data and reflecting on the way forward. According to Ferrance (2000), action research as a tool to solving issues in education is based on certain fundamental assumptins. These include the fact that learners, teachers and heads oflearning institutions are able to work effectively and more efficiently on the problems they have identified by themselves and that by working collaboratively, teachers can assist each other to find solutions to educational issues. Moreover, this perspective is based on the assumption that teachers are more effective in asseing and examining their own work and devising how to work differently. Finally, it is based on the assumption that working together to find a solution to an educational problem enables teachers and instructors or lecturers in their professional development. Action research can be an individual teacher research, a collaborative research or a school-wide research. It may use a variety of methods in data collection including interviews, case studies, self-assessments, focus groups, questionnaires and field notes. One of the benefits of using action research to find a solution to an education problem is that is focusses on a specific educational issue, area or problem that is of collective interest and concern. Moreover, action research promotes collegial interactions in which teachers and instructors cooperate and share their teaching strategies and styles and suggest the best for the institution. Additionally, action research p [remotes the professional development of teachers involved in the research chi as it allows them to grow and gain confidence, influence their sense of efficacy, attitudes towards change and thinking skills. Further, action research enables teachers and instructors to reflect on their own teaching practice through self-evaluation and also leads to improved communication among teachers for the benefit of learners. Using this perspective or action research lens, I would approach the problem of lack of cooperative learning by first identifying the problem and its possible extent and root causes. Through this, I would be able to formulate the best possible way to tackle it and find a solution to it. This will also give me an insight into what strategies or methods work well and which ones needs to be discarded as far as teaching and learning in universities is concerned. This will also help in identifying the specific areas of the teaching or learning curriculum that require needs improvements in order to meet the learning expectations of students. I would then devise a plan that involves testing cooperative learning strategies among a selected group of students and looking at the outcomes in terms of performance and student attitudes towards the same. I would then implement the plan by assigning some projects to to the students and in order to validate the results of the plan. Further, through observation of how the students collaborate and interact with each other, I will be able to come up with appropriate recommendations. Some of the assumption that will be made in this study include the fact that students at this university are from diverse cultural and racial backgrounds. The Grounded Theory Perspective According to Chong and Yeo (2015), the grounded theory is a qualitative research design that involves the collection of qualitative data and then doing data analysis in order to come up with a theory that explains a phenomenon of interest to the researcher. It involves the examination of the subjects under study in their natural setting and then transforming and making sense of these phenomena by interpreting the data. This theory uses various designs such as the emerging design, the systemic design and the constructivist design. It also involves theoretical sampling, process approach, comparative analysis of data, core category and theory generation. According to these authors, the use of grounded theory in educational research takes several steps. Firstly, one needs to make a decision whether the theory is suitable for the research problem, then plan a feasible process for study, seek access and approval and do theoretical sampling. Further, the researcher would then code the data selectively, validate the emerging theory and write a report on the grounded theory. Different from the positivist approach to social research, the grounded theory study is based on questions and collection of qualitative data. The data is then grouped into categories used to create feasible theories for explaining the issue under investigation. It is from these data that a theoretical framework and perspective is developed that directly applies to the phenomenon being studied. Hence, this approach to educational research on cooperative learning at the OUHK will make use of codes, concepts, categories and theory. This approach will involve the major assumption that cooperative learning could be explained using some theoretical framework and hence its promotion will enhance learning in universities. The other assumptions upon which this perspective is based include the need to go to the field to discover the reality, the theorys relevance to the discipline of higher education learning, that individuals act based on meaning of phenomena and the unfolding and evolving nature of processes. It will involve different ways of framing the issue by using codes, categories and theories that explain how cooperative learning emerged and how its effectiveness in learning institutions has been proven over time. The Participatory Perspective on Cooperative Learning This research perspective is both dialectical and recursive and is based on the the need for change in an institutional practice. Closely related to pragmatism, this perspective involves looking for ways of solving the problem at hand through a collaborative approach in which stakeholders from the particular filed are involved in the decision making. According to Ferrance , Kedibone , rko-Achemfuor, Mabunda and Njiro (2014) a participatory approach to a learning process such as cooperative learning involbves the development of guidelines, allocation of tasks to students, approving and editing of problems, determinination of final grdes and resolution of disputes . It should be able to create opportunities for students to activiely participate in the learning process through collaboration and interactions. This approach takes into account cultural values and perceptions of the learners and their attitudes towards the learning methods applied by their instructors. Each participant is required to have a discussion on their own areas of concern that require further research in order to improve the learning process and experience. Two perspective of practice and science normally converge in this approach to education research whereby diferent strategies in eduation are rethought and interpreteted to determine their efficacy (Tsay & Brady, 2010). According to Jones and Jones (2008), cooperative learning when properly structured enables students in developing their own individual understanding of the major concepts of a course while at the same time assisting and encouraging other students to perform better (p. 63).
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