An Applied Theoretical Framework to Implement Cooperative Learning in CHC Countries

  • Pham Thi Hong Thanh
Part of the Education in the Asia-Pacific Region: Issues, Concerns and Prospects book series (EDAP, volume 25)


This chapter aims to develop an applied theoretical framework to assist reformers to achieve better success in implementing cooperative learning in CHC classrooms. It first discusses the procedures that CHC governments often apply to carry out their learning reforms and points out weaknesses in these procedures. To better the present situation, the chapter proposes an applied theoretical framework that is central to the Activity Theory. This framework emphasises that learning should be seen as a factor that has connection with many other factors in a complexity. Therefore, to achieve success in cooperative learning reform, reformers should not simply impose the instruction on teachers and students but need to address various factors at different implementation levels. In brief, factors that have an impact on learning (e.g. teaching and assessment) need to change to enhance cooperative learning. Moreover, cooperative learning principles that are in serious conflict with unchangeable or hard-to-change CHC cultural values need to be modified. Finally, there must be techniques to fit cooperative learning activities within institutional conditions of CHC institutions. The framework especially emphasises that the teacher’s and students’ voices need to be taken into careful consideration because they play a key role in determining the reformative success.


Activity Theory Implementation Process Macro Level Cooperative Learning Educational Reform 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.


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Copyright information

© Springer Science+Business Media Dordrecht 2014

Authors and Affiliations

  • Pham Thi Hong Thanh
    • 1
  1. 1.School of EducationUniversity of QueenslandBrisbaneAustralia

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