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This study presents a case study that explores teachers’ perspectives on the role of cooperative learning as a pedagogical approach in promoting equity, inclusion, and collaboration within inclusive classrooms. Additionally, it identifies both the perceived benefits and challenges associated with its application. The researcher sought data from primary school teachers in one inclusive school in Macau and employed in-depth semi-structured interviews. Twelve participants were involved in this qualitative study. The findings underscore the significant impact of cooperative learning in creating inclusive, engaging, and equitable educational environments, particularly for students with special educational needs. Overall, the participants viewed cooperative learning as a valuable pedagogical approach that fosters equity, interaction, student engagement, and collaboration in inclusive classroom settings. While cooperative learning presents several benefits in promoting an inclusive and equitable learning environment, the findings also reveal unique challenges that require careful management and adaptation by teachers. Some of these challenges include certain students dominating group work, difficulties in integrating students with different disabilities, and time management issues for effective cooperative learning implementation. Overall, the case study contributes valuable insights into to the complex dynamics of cooperative learning in mixed ability classes
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This thesis reports a mixed methods empirical research which included a university-wide survey and action research in form of a quasi-experiment in collaborative blended learning (CBL) with Macau undergraduate students. The intervention embodied the principles of social constructivism and investigated the putative benefits and challenges of CBL. The purpose of the study was to identify how to promote effective CBL in undergraduate students and to increase effective learning, motivation, autonomy, empowerment, and communication. It found that only small improvements to students’ CBL took place over time, and found that the students needed specific instruction, practice and development in how to collaborate, both with and without online learning. Despite being in a world-leading, enriched digital environment, the students were new to collaboration and online learning. Students discovered and appreciated the benefits and challenges to collaboration and CBL largely by doing it. The thesis shows that CBL does not release teachers from their instructional and pedagogical roles; rather they place teachers at the heart of effective practice and improvements. The study underpins the need for explicit training of students in CBL. It identifies several strategies and tools which can be useful to promote effective genuine CBL
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