Learning Together: Student-Teacher Cooperation in Enhanced Learning Processes
Kristina Mullamaa, PhD

Abstract
The article sums up some results of my recent case-study on student-centred learning and motivation. The goal of the study was to better understand what kind of teaching and cooperation model could enhance student motivation in our groups, with the goal of applying the results in our teaching (action research). Our research analyses the following aspects: What is the preferred learning model for the students in the respective groups (students studying at the course Advanced English at our university) like? What motivates them in the learning process? In which areas of learning and curriculum planning would students rather be autonomous and where do they expect teacher support? The results of our case study administered to 36 students ( ethnographic research, action research) will be summed up as the empirical illustration to the topic. As a theoretical background we resort to theories of motivation and research results on student-centred learning. Areas we focus on include: motivation, educational strategies to increase motivation, student-teacher roles, student autonomy. In the analysis of student-teacher cooperation we analyse the potential of educators to create a positive supportive climate for the learning ( affect and motivation, student emotions and teachers´ roles). The focus is on creating a positive cooperation model that encourages student initiative and responsibility for their lifelong learning.

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