Internal Publication
A reflection on collaborative teaching and learning in higher education: the case of the East and South African-German Centre of Excellence for educational research methodologies and management
Introduction: In sub-Saharan Africa, institutions of higher learning are advocating for a paradigm shift in graduate teaching and research, emphasising the need for increased partnerships, support and adherence to international standards (Skupien & Rüffin, 2020; Beaudry et al., 2018). This chapter explores a partnership, facilitated over ten years by the East and South African-German Centre of Excellence for Educational Research Methodologies and Management (CERM-ESA), and which is aligned with collaborative learning principles.
One may ask, ‘why should one explore such partnerships?’. The answer is that they set the stage for examining the educational initiatives facilitated by four African and one German higher education institution, namely Moi University, Nelson Mandela University, Uganda Management Institute, University of Dar es Salaam and University of Oldenburg under the umbrella of the CERM-ESA project (2014–2023). These partnerships are examined through the lens of collaborative learning theory with its social constructivist principles of peer learning, reciprocal teaching, shared knowledge and resources, interdependence and group processing. (O’Donnell & Hmelo-Silver, 2013). Through that lens we aim to reflect on the question of whether the CERM-ESA activities that leverage collaborative learning theory to address the teaching and research capacity challenges in sub-Saharan Africa can be successful. By exploring the integration of collaborative learning principles in CERM-ESA teaching and learning designs, one can evaluate their effectiveness in enhancing teaching and research skills, improving research outcomes, and addressing capacity gaps in African higher education institutions. This analysis contributes to a deeper understanding of the role of collaborative learning theory in shaping educational practices and promoting research capacity development in sub-Saharan Africa. Evaluating the outcomes and impact of the activities enables us to judge whether the framework can be further refined by others and adapted to different contexts, contributing to improved research, education and development in the region.
Author: Japheth, Noel | ORCID: https://orcid.org/0000-0003-0461-8767
Co-author: Chang’ach, John K
Co-author: Kurgat, Susan | ORCID: https://orcid.org/0009-0001-2798-1828
Co-author: Chemutai Barasa, Mercy | ORCID: https://orcid.org/0009-0004-2218-9622
Institution: Moi University | Centre: East and South African-German Centre for Educational Research, Methodologies and Management (CERM-ESA)
Type: Chapter in book | English | Peer Reviewed
Subjects: Education
Published in: Education research in African context: traditions and new beginnings for knowledge and impact. ISBN: 978-1-0672535-0-9 (paper), EISBN: 978-1-0672535-1-6 (eBook), EISBN: 978-1-0672535-2-3 (ePub) | Chapter 1
Publisher of document: Somerset West, Cape Town: African Minds
Date: 2024 | Pages: 1-15
https://www.africanminds.co.za/education-research/
Copyright: © 2024 African Minds | License: Open Access: CC BY 4.0
