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Physiology students grapple with large amounts of subject content and hence memorize facts to pass examinations. In parallel, students display limited critical-thinking and creative skills, integration abilities, and/or a deeper engagement with subject content. This study aimed to assess the feasibility of introducing active learning methods (cooperative learning) in a relatively large class to final-year undergraduate physiology students (Bachelor of Science stream) at Stellenbosch University in South Africa. An assignment designed to enhance active and engaged learning was made available to the students ( n = 225) during the second week of a 5-wk cardiovascular physiology series of lectures. Students were instructed to freely form working groups ( n = 3/group) and the assignment was due by the end of the module. Student groups were expected and encouraged to continuously work on the assignment (outside class time). Three cooperative learning slots were also created during class time, with the lecturer and postgraduate students acting as guides. After the module, students anonymously completed an electronic questionnaire. This study revealed three major findings in terms of implementing cooperative learning in large classes within a South African context, i.e., 1) relatively good reception by students with some indication of group work; 2) it is logistically feasible in relatively large classes, although adequate support is crucial; and 3) additional measures need to be adopted to ensure its success.

Student response to a cooperative learning element within a large physiology class setting: lessons learned