Article 2022

Overcoming obstacles to collaborative learning practices: a study of student learning in higher education-based vocational education and training

OU
Okolie, Ugochukwu Chinonso
 OB
Oluka, Beth Nnenne
 OF
Oluwayemisi, Fasina Bosede
 AB
Achilike, Beatrice Adanna
 ME
Marcel Ezemoyih, Chucks
International Journal of Training Research
Journal · Vol. 20 · Issue 1 · pp. 73-91
Abstract

This study adopts exploratory qualitative research to explore the experiences of a vocational education and training (VET) teacher and 36 first-year VET undergraduate students in a Nigerian public university as they engaged in collaborative learning (CL) tasks for a period of 14 weeks academic semester. A thematic analysis of observations and interactions, field notes and semi-structured interviews revealed four main CL practices adopted by the VET teacher to overcome obstacles to effective student collaboration. Linked to Vygotsky’s sociocultural theory, these strategies include VET teacher’s responsibility in facilitating students’ learning, making tasks more challenging and participatory, learning to accept all ideas and co-work, and resistance to friendship groups. The findings of the present study have theoretical and practical implications for VET teachers, administrators and policymakers who may be working towards improving the CL practices in VET. © 2021 Informa UK Limited, trading as Taylor & Francis Group.

Keywords

Author Keywords

collaborative learning Nigeria vocational education and training school-based learning students’ learning processes

Index Keywords

Author Affiliations
Department of Vocational and Technical Education, Alex Ekwueme Federal University, Ndufu-Alike, Abakaliki, Ebonyi, Nigeria
Department of Educational Foundations, Ebonyi State University, Abakaliki, Ebonyi, Nigeria
Department of Guidance and Counseling, Ekiti State University, Ado-Ekiti, Ekiti, Nigeria
Funding & Acknowledgements
No funding information
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