Constraints of Cooperative Learning in University Classrooms: A Qualitative Study in Iran and Australia

Although identifying the constraints of cooperative learning can play an important role in improving the quality of its implementation, few studies have been conducted in this field, especially among different cultures. The present study is a small step towards bridging this research gap. Ten classes in the field of Educational Sciences at University of Tehran in Iran and the University of Queensland in Australia were observed. The classes were purposefully selected. Thematic analysis was selected as the method of analysing data. The results show that there are similarities in Iran and Australia such as unfamiliarity of students and faculty members with cooperative learning, insufficient time, grading, competitive culture and previous education. The present study showed that some constraints are specific to Iran. These constraints include gender, low motivation of students, unequal opportunity, discussing non-subject matter in groups, abuse of class freedom, irregularities and noise in the class, inflexibility of syllabus, non-circular chairs, inadequate educational space and unfamiliarity of university managers with cooperative learning. In addition, the present study identified three major constraints in Australia: cultural differences of international students, language problem for non-Australian students and high emphasis of faculty members on content. We think that constraints in both countries are related to the quality of implementing cooperative learning. This could identify a new vision for future research. Findings of this study have implications for faculty professional development. The results of the study motivate faculty members to turn the constraints into an opportunity for better implementation in the classroom through familiarity with cooperative learning.