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Relevant bibliographies by topics / Team learning approach in education – Swaziland

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Academic literature on the topic 'Team learning approach in education – Swaziland'

Author: Grafiati

Published: 4 June 2021

Last updated: 17 February 2022

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Journal articles on the topic "Team learning approach in education – Swaziland"

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Guadagnoli, Jutta A., and Terrence W. Miller. "Interprofessional Education: a Team-Based Learning Approach." Medical Science Educator 26, no. 3 (July 6, 2016): 389–95. http://dx.doi.org/10.1007/s40670-016-0288-x.

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Thackeray, Rosemary, and Marissa L. Wheeler. "Innovations in Social Marketing Education: A Team-Based Learning Approach." Social Marketing Quarterly 12, no. 3 (September 2006): 42–48. http://dx.doi.org/10.1080/15245000600848850.

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Liyanagunawardena, Tharindu R., and Nicholas Moore. "Flexible approach to apprenticeship education." Higher Education, Skills and Work-Based Learning 10, no. 1 (June 17, 2019): 16–31. http://dx.doi.org/10.1108/heswbl-01-2019-0004.

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Purpose Apprenticeship education in England has undergone dramatic change following the “Richard Review” (Richard, 2012), trailblazer apprenticeship standards development and the introduction of the apprenticeship levy. University College of Estate Management’s (UCEM) new Level 3 Surveying Technician Apprenticeship programme was developed using a novel approach of flipped-blended learning, with assessment by e-portfolio and computer-marked assessments. The purpose of this paper is to investigate the challenges faced by UCEM as it moved into Level 3 provision with a new delivery approach and explains the lessons learned. Design/methodology/approach A wide range of programme stakeholders – including UCEM’s senior leadership team, apprentice-management team, academic delivery team, surveying apprenticeship trailblazer group and learning designers – were interviewed to gather data for the study. Findings A considerable volume of work was needed to implement the envisioned flipped-blended approach in the first phase of delivery. This was due to time constraints, unforeseen challenges of the new approach and compliance requirements. In addition, difficulties around communicating learning expectations with the apprentices regarding the flipped-blended model added an extra level of pressure in the delivery phase. Originality/value UCEM has undergone several internal reorganisations to adapt to the uncertain political and educational landscape surrounding apprenticeship education. UCEM was the first provider of the new standard-based surveying apprenticeship and has the largest number of apprenticeship students on its programmes. The journey UCEM has taken and the problems it has overcome will be valuable to individuals and institutions looking to enter this market segment.

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Volkov, Arabella, and Michael Volkov. "Teamwork benefits in tertiary education." Education + Training 57, no. 3 (April 13, 2015): 262–78. http://dx.doi.org/10.1108/et-02-2013-0025.

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Purpose – The purpose of this paper is to contribute to the understanding of the development of students’ skills in the context of team-based learning. Academics have heeded the call to incorporate team learning activities into the curricula, yet little is known of student perception of teamwork and whether they view it as beneficial to them and their future professional career. Further, this study presents an instructional framework to guide best practice in higher education practitioners with regard to the design of teamwork assessment. Design/methodology/approach – The paper adopts a qualitative approach utilising 190 students’ reflections to examine their perception of the benefits of teamwork and whether it will contribute to their future professional work. Findings – Results indicate students perceive team-based assessment tasks require them to adopt a deep approach to learning together with a deep approach to study, as well as improving their skills in the areas of collaboration, team unity and cultural diversity. Further, the study identified a best practice approach that higher education practitioners should adopt in teamwork assessment design giving this study both national and international significance and aids fellow educators in their practices. Research limitations/implications – Because of the chosen research approach, the results may lack generalisability. Therefore, researchers are encouraged to test the proposed propositions further. Practical implications – The paper presents important implications for those involved in the development of assessment items where objectives include the development of team skills and quality learning outcomes. The findings are vital for unit and course planning and design generally, and assessment planning, design and processes, specifically, both nationally and internationally. Originality/value – This paper fulfils an identified need to study students’ perceptions of teamwork, whether they view it as beneficial to them and their future professional career, and presents a best practice approach for teamwork assessment design.

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Ifenthaler, Dirk, Zahed Siddique, and Farrokh Mistree. "Exploring learning how to learn in a team-based engineering education." Interactive Technology and Smart Education 11, no. 1 (April 14, 2014): 63–82. http://dx.doi.org/10.1108/itse-10-2013-0025.

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Purpose – In this paper, the authors aim to explore how students learn how to learn in a team-based graduate course Designing for Open Innovation using a theoretical framework that focuses on the cognitive functions of team-based processes and team performance. Design/methodology/approach – An automated assessment methodology for the structural and semantic analysis of individual and shared knowledge representations serves as a foundation for the approach. A case study is presented that explores the development of individual mental models and shared mental models over the course. Findings – An assessment of the mental models indicates that in this course three types of learning took place, namely individual learning, team-based learning, and learning from each other. Originality/value – The automatically generated graphical representations provide insight into the complex processes of the learning-dependent development of individual mental models and shared mental models.

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Breiter, Andreas, Görschwin Fey, and Rolf Drechsler. "Project-based learning in student teams in computer science education." Facta universitatis - series: Electronics and Energetics 18, no. 2 (2005): 165–80. http://dx.doi.org/10.2298/fuee0502165b.

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Designing information systems according to user requirements is crucial for software developers. In computer science education, acquiring necessary social skills to elicit and define those requirements is underdeveloped. We introduce a student-centered, project-based learning approach with a student team project, which tries to support these learning processes. Based on existing examples for project-based learning in other disciplines, the didactical concept and the integration into the curriculum are explained. Using two exemplary student team projects, the core learning processes are described. This approach allows students to explore methods for project management as well as requirements analysis and participatory design with real end-users. The results of the project according to student evaluation are presented and conclusions about the value added of student team projects for computer science education are drawn.

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Cauwelier, Peter, Vincent M. Ribière, and Alex Bennet. "Team psychological safety and team learning: a cultural perspective." Learning Organization 23, no. 6 (September 12, 2016): 458–68. http://dx.doi.org/10.1108/tlo-05-2016-0029.

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Purpose The purpose of this paper was to evaluate if the concept of team psychological safety, a key driver of team learning and originally studied in the West, can be applied in teams from different national cultures. The model originally validated for teams in the West is applied to teams in Thailand to evaluate its validity, and the views team members have on the antecedents of team psychological safety are analyzed. Design/methodology/approach The core of the sequential explanatory mixed method research was an experiment with nine teams from a single engineering organization (three teams from each the USA, France and Thailand). Team learning behaviors were analyzed from the conversations between team members. Team psychological safety was analyzed through a quantitative instrument and one-on-one structured interviews with each team member. Findings The results showed that the original model is confirmed for the teams from the USA and France but not confirmed for teams from Thailand. The thematic analysis of the one-on-one interviews highlights important differences between teams from the USA and France on the one hand and teams from Thailand on the other hand when it comes to the role of the team manager and the views that team members have on the diversity between them. Originality/value This research confirms that the concept of team psychological safety, and its impact on the way teams learn, needs to be adjusted if it is to be applied to teams in countries with national cultures different from those prevalent in the West. The implications are that researchers who develop theories in the social sciences field should evaluate how cultural differences impact their models, and that managers who implement learning and solutions should take national cultural differences into consideration.

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Collins, Karen E., Catherine E. Overson, and Victor A. Benassi. "Team-Based Learning in a Coaching Education Course: Impact on Student Learning." Journal of Teaching in Physical Education 39, no. 1 (January 1, 2020): 28–35. http://dx.doi.org/10.1123/jtpe.2018-0223.

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Purpose: The authors implemented an active learning teaching strategy in a coaching education course utilizing a modified team-based learning (TBL) approach, assessing the learning benefits and satisfaction of students’ experience. Method: After reviewing preparatory background materials, 35 students responded in-class to prompts in developing coaching action plans. Students completed two in-class learning activities: one on their own (Solo) and one as a group (TBL). The authors examined student performance on exam transfer questions for the two activities. Later, students reported on their satisfaction with the learning activities. Results: Students performed better on exam transfer questions related to their TBL and Solo conditions (p < .003, d = 0.75). Students reported a preference for working in teams compared with working on their own in developing case studies (p < .06, d = 0.63). Discussion/Conclusion: Results highlight the benefits of TBL in a coaching education classroom emphasizing how preparation, collaboration, and applied learning activities impact student learning outcomes.

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Chad, Paul. "The Use of Team-Based Learning as an Approach to Increased Engagement and Learning for Marketing Students." Journal of Marketing Education 34, no. 2 (July 2, 2012): 128–39. http://dx.doi.org/10.1177/0273475312450388.

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Marketing educators are often faced with poor preclass preparation by students, declining student interest in attending classes as the semester progresses, and student complaints regarding previous bad experiences with team assessment activities. Team-based learning (TBL) is an innovative teaching strategy using semiformalized guidelines aimed to enhance student engagement and improve teamwork and, hence, overcome the typical problems faced by educators. This case study examines the first-time use of TBL in a postgraduate marketing subject at an Australian university. The results indicate that the TBL innovation has a positive influence on student engagement and offers opportunities to assist learning. The study concludes that TBL is an effective teaching process enabling educators to offer students enhanced and stimulating learning experiences. The case study contributes to the marketing education literature by assessing the first-time TBL experience of students and educator. Key issues addressed are student engagement, opportunities for learning, and the benefits of teamwork in preparing students for the workforce. Significantly, the research also offers practical advice for marketing educators desirous of developing and implementing effective and engaging pedagogy via TBL.

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Morgan, Shona D., and Alice C. Stewart. "Teams in Management Education." Journal of Management Education 43, no. 5 (July 19, 2019): 573–82. http://dx.doi.org/10.1177/1052562919864377.

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The most recent recipient of the JME Lasting Impact Award, “Lessons from the Best and Worst Student Team Experiences: How a Teacher can make the Difference,” by Bacon, Stewart, and Silver (1999) is an elegantly presented examination of how the set of decisions made by instructors regarding team assignments affect student experience. An analysis of subsequent Journal of Management Education articles finds three identifiable streams of research associated with their seminal work: the approach to peer evaluation, the impact of team formation policy, and the importance of team assignment structure to effective learning outcomes. Fruitful areas of future research for more impactful and productive team assignments are offered.

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Dissertations / Theses on the topic "Team learning approach in education – Swaziland"

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Lai, Ling-yan Edith. "Effects of cooperative learning on student learning outcomes and approaches to learning in sixth form geography." Click to view the E-thesis via HKUTO, 1991. http://sunzi.lib.hku.hk/HKUTO/record/B38627292.

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Yamanashi, Julie E. "Children helping children : a cooperative learning approach /." [St. Lucia, Qld.], 2002. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe17809.pdf.

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Kelly, Victoria Louise. "Alternative assessment strategies within a context-based science teaching and learning approach in secondary schools in Swaziland." Thesis, University of the Western Cape, 2007. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_1084_1259928352.

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The aim of this study was to use a case study approach to explore and describe how students and teachers perceived performance assessment and context-based assessment models that were used within a real world context teaching and learning approach. The topics Electricity and Air and Living Things formed the science knowledge base for the study. Four junior secondary school science teachers and their students in four schools participated. Participants&rsquo
experiences of the assessment models were achieved through teachers administering and scoring performance assessment tasks and context-based unit tests to their students. Perceptions were obtained through questionnaires and interviews from students. Interviews and informal discussions were used to elicit teachers&rsquo
perceptions. Observations during the administration of performance assessment tasks were also used for triangulation.

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Hayden, W. Craig. "Organizational learning, team learning and dialogue as the foundation of educational reform." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0029/MQ47454.pdf.

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Lau, Yin-fong Betty. "STAD in form 1 mathematics : effects on achievement, on-task behaviour and intrinsic interest in the subject /." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B22244669.

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Hui, King-man. "A study of computer support for collaborative learning in secondary art education /." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25148503.

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Splichal, Kristina M. "Literature review and discussion of learning communities in higher education." Menomonie, WI : University of Wisconsin--Stout, 2007. http://www.uwstout.edu/lib/thesis/2007/2007splichalk.pdf.

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Chan, Su Hoon. "A theory of cooperative learning as incentive-values-exchange : studies of the effects of task-structures, rewards and ability on academic and social-emotional measures of mathematics learning /." Chan, Su Hoon (2004) A theory of cooperative learning as incentive-values-exchange: studies of the effects of task-structures, rewards and ability on academic and social-emotional measures of mathematics learning. PhD thesis, Murdoch University, 2004. http://researchrepository.murdoch.edu.au/512/.

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This PhD thesis is concerned with the social psychology of cooperative learning and its effects in cognitive and social-emotional domains. It comprises two main studies and two exploratory studies undertaken during two 10-day, 16-hour learning intervention programmes for Maths Word Problem-Solving (MWPS), respectively for 285 and 451 Grade-5 students in Singapore. Study 1 used a quasi-experimental design to investigate the outcomes of task-structures in an Individual Learning condition and three dyadic Cooperative Learning conditions that varied in the key elements: positive interdependence, individual accountability and group goals. The results indicated that a Cooperative Learning condition with a high level of positive interdependence in combination with a low level of individual accountability resulted in significantly lower MWPS academic achievement and peer-self-concept outcomes than the other conditions; whereas the other Cooperative conditions with lower levels of positive interdependence did not differ significantly from the Individual Learning condition in MWPS academic outcomes but produced better peer-self-concept outcomes. The discussion theorises how task-structured positive interdependence in cooperative conditions can potentially be so rigid that it limits individual control in overcoming a dyadic partner's error. In turn, this increases the likelihood that members of dyads would 'sink together' (rather than 'swim together') - which appears to produce relatively worse MWPS academic outcomes as well as being detrimental to peer-self-concept outcomes. Therefore, optimal cooperative learning conditions for mathematics should allow interaction amongst student partners but not preclude individual control over any stage of the learning task. Study 2 comprised three interrelated investigations of the effects of rewarding learning behaviours and the effects of ability-structures on Individual, Equals (homogeneous) and Mixed (heterogeneous) dyads. All children were eligible to be rewarded for their own MWPS academic mastery achievements, but comparison groups in each of the ability-structures were either eligible or not eligible to be rewarded for displaying target learning behaviours (LB-Rewards or No-LB-Rewards). The academic programme was based on Polya's problem-solving strategies of understanding the problem, devising a plan, carrying out the plan, and checking the results. Children in all learning conditions were instructed to use these problem-solving strategies and, according to their differently assigned learning conditions, to use learning behaviours (LB-s) either 'for helping oneself' in Individual conditions or 'helping one's partner' in Equals and Mixed conditions. In 'LB-Rewards' conditions, teachers rewarded the children's displays of the assigned behaviours for learning alone or learning together, whereas in 'LB-No-Rewards' conditions they did not. The investigation in Study 2a encompassed the same dependent variables as Study 1. The results indicated that for maths (MWPS), Learning Behaviour rewards were detrimental to Individual Learning conditions with significantly lower MWPS gains when the rewards were used compared to when they were not, whereas the opposite pattern was found for Equals where the effects of Learning Behaviour significantly enhanced MWPS outcomes. For peer-self-concept, effects varied across the Cooperative conditions' Learning Behaviour rewards conditions. An exploratory analysis of High-, Low- and Medium-ability revealed patterns of the inter-relationships between ability-structures and effects of rewarding. Study 2b is exploratory and involved traversing the traditional theoretical dichotomy of individual vs social learning, to develop a measure combining them both in 'self-efficacy for learning maths together and learning maths alone'. The effects of the various experimental conditions on factors in this measure were explored, allowing detailed insight into the complex, multi-dimensional and dynamic inter-relationships amongst all the variables. The findings have been developed into a theory of Incentive-values-Exchange in Individual- and Cooperative-learning, arguing that there are four main cooperative learning dimensions - 'individual cognitive endeavour', 'companionate positive influence', 'individualistic attitudes development' and 'social-emotional endeavour'. The argument is that students' motivation to learn cooperatively is the product of perceived equalization of reward-outcomes in relation to each dyadic member's contributions to learning-goals on these dimensions. Hence, motivation varies across ability-structures and reward-structures in a complex manner. A further proposition of the theory is that social-emotional tendencies and biases form a dynamic system that tends to maintain dyadic partners' achievement levels relative to their ability-positioning. Study 2c is exploratory and extends Study 2b by illustrating its Incentive-values-Exchange theory. Samples of children's written descriptive reflections of their experiences in cooperative dyads are provided to illustrate the point made about the children's relationships and effects on each other for each of the factors on the individual- and cooperative-learning scales. As such, this section of the thesis offers a parsimonious explanation of cooperative learning and the effects of various learning conditions on the integrated cognitive, social and emotional domains. Practical implications in light of the study's findings of optimal conditions include the possibility of practitioners more closely tailoring cooperative learning conditions to meet the academic or social-emotional needs of learners at specific ability levels. Future directions for research include testing some of the learning dimensions and proposed theoretical configurations for them using controls identified by the statistical analyses together with qualitative observations, and further developing new methodologies for investigating the social-psychological causes and consequences of learning motivation.

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Ylinen, Jeffrey M. "The effect on learning of paired traditional students in a lab setting." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009ylinenj.pdf.

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Vorster, Jo-Anne Elizabeth. "The process of learning and teaching in supplemental instruction groups at Rhodes University." Thesis, Rhodes University, 1999. http://eprints.ru.ac.za/859/.

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Books on the topic "Team learning approach in education – Swaziland"

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Owen, Marna A. Team building. Upper Saddle River, N.J: Globe Fearon Educational, 1996.

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Thiagarajan, Sivasailam. Each teach: Harnessing the power of team learning. Amherst, MA: HRD Press, 1995.

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M, Adams Dennis, ed. The collaborative dimensions of learning. Norwood, N.J: Ablex Pub. Corp., 1992.

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Kluge, Lorene. Cooperative learning. Arlington, Va: Educational Research Service, 1990.

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Grisham, Dana L. Cooperative learning. Westminster, CA: Teacher Created Materials, 1995.

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Madsen, Ole Holm. Team og ledelse--teamledelse. København: Undervisningsministeriet, Uddannelsesstyrelsen, 1998.

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Student team learning: A practical guide to cooperative learning. 3rd ed. Washington, D.C: NEA Professional Library, National Education Association, 1991.

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Slavin, Robert E. A practical guide to cooperative learning. Boston: Allyn and Bacon, 1994.

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1938-, Johnson Roger T., and Holubec Edythe Johnson, eds. Advanced cooperative learning. Edina, Minn: Interactive Book Co., 1992.

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1950-, Silver Debbie, ed. Taming of the team: How great teams work together. Chicago, Illinois: World Book Inc./Incentive Publications, Inc., 2012.

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Book chapters on the topic "Team learning approach in education – Swaziland"

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Zaki, Nazar. "PageRank Algorithm to Improve the Peer-Led Team Learning Pedagogical Approach." In Smart Education and e-Learning 2016, 225–34. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-39690-3_20.

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Huhtinen-Hildén, Laura, and Jessica Pitt. "The Group as an Orchestra, Team and Learning Environment." In Taking a Learner-Centred Approach to Music Education, 74–88. Abingdon, Oxon ; New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315526539-8.

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Hatt, Lucy. "Learning Enterprise and Entrepreneurship Through Real Business Projects." In Applied Pedagogies for Higher Education, 215–42. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-46951-1_10.

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Abstract Enterprise and entrepreneurship are widely regarded as important for economic, social and political change, and higher education (HE) institutions are seen as appropriate places to develop entrepreneurial competencies. This chapter describes an experiential, real world approach to entrepreneurship education in HE known as ‘Team Academy’ and suggests a complementary conceptual grounding to the accepted curriculum using candidate entrepreneurship threshold concepts and pedagogical approaches identified from doctoral research. Four case studies taken from the two oldest and largest UK Team Academy programmes illustrate the approach and highlight the way in which an understanding of a selection of candidate entrepreneurship threshold concepts have been successfully developed in the students.

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Jean-Francois, Emmanuel, and Sabine Schmidt-Lauff. "Facilitating comparative group work in adult education." In International and Comparative Studies in Adult and Continuing Education, 51–65. Florence: Firenze University Press, 2020. http://dx.doi.org/10.36253/978-88-5518-155-6.04.

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The purpose of this chapter is to describe and reflect on scholarly-based practices that can help facilitate comparative group work within the international and transnational[1] context of adult education. The first section of this chapter situates comparative group work within the larger context of comparative adult education, followed by a focus on how to facilitate a group of diverse learners with different societal and cultural experiences. The chapter emphasiszes an outcome-based approach, describing how to set up incremental learning outcomes to enable comparative group work to be successful; a team-based approach, elaborating on coaching strategies to facilitate comparative work group; and a strength-based approach about adult learner-centered strategies for engagement, empowerment, mentoring, collaboration, fun, and accountability when facilitating comparative group work.

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Brannan, Lauren R., Christopher W. Parrish, and Hannah D. Szatkowski. "Team-Based Learning." In Handbook of Research on Critical Thinking Strategies in Pre-Service Learning Environments, 80–105. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7823-9.ch005.

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Team-based learning (TBL) is an instructional approach in which students work collaboratively to solve significant problems. In contrast to other teaching methods, TBL provides a systematic approach in which students are provided consistent opportunities to engage in critical thinking. Although the research about the use of TBL in teacher education is scarce, research has reported a number of positive outcomes from other fields, including increased critical thinking skills and student outcomes. The purpose of this chapter is to describe TBL as an instructional format that can be implemented in teacher preparation programs to facilitate the development of critical thinking skills. It provides an overview of TBL, describes research outcomes related to critical thinking and student outcomes, provides examples of TBL from teacher preparation courses, and provides next steps for teacher educators interested in getting started with TBL.

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Maxwell, Rachel, and Roshni Khatri. "Exploring Active Blended Learning Through the Lens of Team-Based Learning." In Cases on Active Blended Learning in Higher Education, 172–92. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7856-8.ch009.

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This chapter showcases how the collaborative learning and teaching strategy known as Team-Based Learning™ (TBL) can deliver against the conceptual components within active blended learning (ABL), through exploration of different case studies from the authors' university. It begins by detailing the core concepts and theories underpinning each pedagogic approach before considering how adoption of TBL is consistent with the wider implementation of ABL. Case histories are used to highlight how these approaches enhance the student learning experience and how learning technologies can enable staff to do more of what they value within the classroom. The value of different learning spaces to facilitate TBL and augment the learning experience for both staff and students is considered. Finally, the chapter explores some of the more difficult questions around the lack of broader uptake of TBL within an institution committed to ABL as its standard approach to learning and teaching.

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Tanaka, Christopher Y., and Elizabeth M. Vue. "The LVAD Patient Presenting for Noncardiac Surgery." In Anesthesiology: A Problem-Based Learning Approach, edited by Tracey Straker and Shobana Rajan, 29–42. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780190850692.003.0004.

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As the number of end-stage heart failure patients steadily grows, more patients are implanted with long-term left ventricular assist devices (LVAD). Increasingly, noncardiac-trained anesthesiologists are caring for LVAD patients presenting for noncardiac surgery. While continuous-flow LVAD physiology creates unique physiologic and management challenges, patients can be safely anesthetized with appropriate education and training. A multidisciplinary team approach is recommended to review potential perioperative issues for each LVAD patient, including cardiovascular status, LVAD function, anticoagulation, and antibiotic prophylaxis. The anesthesiology team should be comfortable managing hemodynamic instability, arrhythmias, and cardiac arrest in LVAD patients. This chapter uses a case study of an LVAD patient presenting for noncardiac surgery as an example.

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Rouveix, Florence, Magali Guyon, and Rémi Bachelet. "Integrating MOOCs in Higher Education." In Handbook of Research on Operational Quality Assurance in Higher Education for Life-Long Learning, 265–90. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1238-8.ch011.

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From the context of the emergence of MOOCs, this chapter studies the benefit of blending them with a face-to-face course in higher education. This approach highlights the wealth of opportunities offered by blended learning through the design methods and experience of the GdP MOOC that are transferable to other MOOCs. The implications for a cohort of students and in the pedagogical choices of their teacher show the advantage of a team dedicated to the partnerships to provide the interface between the format of training provided on the platform and the objectives of the host institution. From the awareness of the diversity of methods of integration into students' curricula, the question of the quality and the personalisation of the supporting tool in practical terms is based on the teachers' needs. Three functions are identified for effective blending: pedagogical scenarisation, delivering the training solution, and the methods of assessment.

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Bosch, Chantelle, Elsa Mentz, and Gerda Reitsma. "Cooperative Learning as a Blended Learning Strategy." In Emerging Techniques and Applications for Blended Learning in K-20 Classrooms, 65–87. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-0242-6.ch004.

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There is currently a movement in education institutions towards blended learning (BL). The integration of technology in the classroom is likely to be the defining transformative innovation for education in the 21st century. As BL is used more extensively in K–12 schools, educators must develop specialized skills for teaching in blended environments. For the purpose of this study, Cooperative learning (CL) is proposed as a BL strategy. CL is an approach that involves a small group of students working together as a team to solve a problem, complete a task, or accomplish a common goal. The combined blended learning model was developed from a synthesis of BL design models and can be used as a design tool when creating a cooperative-blended learning environment.

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Yu, Liguo, and Raman Adaikkalavan. "Developing Soft Skills by Applying Problem-Based Learning in Software Engineering Education." In Handbook of Research on Applied Learning Theory and Design in Modern Education, 405–18. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9634-1.ch019.

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This chapter describes how problem-based learning is utilized in a software engineering classroom to help students develop soft skills, such as communication skills, documentation skills, team working skills, and interpersonal skills. Case studies are performed at Indiana University South Bend, where experiences of two instructors with similar teaching approaching are analyzed. Studies find that while problem-based learning is promising in engaging students and effectively delivering soft skills, it is more challenging for instructors. Compared to traditional instructor-centered learning approach, problem-based learning requires instructors to spend more effort on problem design/refinement, student coaching, performance evaluation, data gathering, and experience analysis. Despite its difficulties of implementation, problem-based learning is considered an effective approach in software engineering education.

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Conference papers on the topic "Team learning approach in education – Swaziland"

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Timire, Joel. "THE APPLICATION OF THE COLLABORATIVE (TEAM) APPROACH IN SOLVING PRACTICAL PROBLEMS IN TECHNOLOGY EDUCATION." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.2355.

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Olayinka, Olakunle, and Mike Stannett. "Experiencing the Sheffield Team Software Project: A project-based learning approach to teaching Agile." In 2020 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2020. http://dx.doi.org/10.1109/educon45650.2020.9125175.

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Battur, Shivalingappa, Mahesh S. Patil, Padmashree Desai, M. Vijayalakshmi, Meenaxi M. Raikar, Parikshit Hegde, and G. H. Joshi. "Enhancing the Students Project with Team Based Learning Approach: A Case Study." In 2016 IEEE 4th International Conference on MOOCs, Innovation and Technology in Education (MITE). IEEE, 2016. http://dx.doi.org/10.1109/mite.2016.061.

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Partridge, Helen, and Gillian Hallam. "New Pathways to Learning: The Team Teaching Approach. A Library and Information Science Case Study." In InSITE 2005: Informing Science + IT Education Conference. Informing Science Institute, 2005. http://dx.doi.org/10.28945/2851.

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The Queensland University of Technology (QUT) challenges its teachers to provide innovative and dynamic learning environments that foster excellence in student learning. This paper discusses how the Faculty of Information Technology is using collaborative teaching and learning strategies to meet this challenge. The paper explores how team teaching and learning is being implemented within the Graduate Diploma in Library and Information Studies. The core unit ITN336 Information Resources is used as a case study. The paper discusses the practical implications of incorporating team teaching into a unit’s curriculum and how it impacts on the teaching and learning process. Student attitudes towards team teaching are explored. The paper concludes by discussing how team teaching is not just a technique that can be applied to divide the labour within a unit, rather it is a creative and thoughtful mechanism for fostering a dynamic student-centred learning environment.

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Patil, Mahesh S., Padmashree Desai, M. Vijayalakshmi, Meenaxi M. Raikar, Shivalingappa Battur, H. Parikshit, and G. H. Joshi. "Trusted Relative Peer Review: A Novel Approach to Assess an Individual in Team Based Learning." In 2016 IEEE 4th International Conference on MOOCs, Innovation and Technology in Education (MITE). IEEE, 2016. http://dx.doi.org/10.1109/mite.2016.021.

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Guo, Wanwu. "Guiding Students Learning Project Team Management from Their Own Practice." In InSITE 2004: Informing Science + IT Education Conference. Informing Science Institute, 2004. http://dx.doi.org/10.28945/2841.

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Project development is scheduled in the final year study of undergraduate students in computer science, software engineering, information technology, and other relevant programs. This final project provides students an opportunity to integrate all the skills and knowledge learnt from their previous studies into real practice. Experience in supervising student projects shows that student’s ability in working collaboratively in a teamwork environment is the most influential factor on the quality of a student project. However, managing a student project team is significantly different from managing a real project in a workplace. This paper reports the practice of guiding students handling internal collaboration in a team environment during IT project development. Firstly, a practical guideline in dealing with human incompatibility in a project team is introduced to students in the beginning of their project development. During the course, when an event occurs, except in some extreme circumstances, the supervisor only gives students advice on all the possible solutions and their corresponding consequences according to the nature of the event. It is the students in the project team who make the final decision on which action they should take on resolving the problem encountered. This gives students more responsibility in managing their own project team, from which students will learn much more in handling human-related issues effectively than from textbooks. The case studies presented in this paper show that this approach is useful.

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Addo-Tenkorang, Richard, Enoch Ogunmuyiwa, Badziili Nthubu, Zeundjua Tjiparuro, and Albert Juma. "CHANGES IN THE PERCEPTION OF FRESHMAN ENGINEERING STUDENTS: TEAM-BASED PROBLEM LEARNING APPROACH IN AN ENGINEERING- DESIGN FOUNDATION COURSE." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.1169.

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Linton Van Der Vyver, Glen, and Michael Lane. "Using the New Generation of IS Development Techniques in Effective Group Learning: A Pilot Study of a Team-Based Approach in an IT Course." In 2003 Informing Science + IT Education Conference. Informing Science Institute, 2003. http://dx.doi.org/10.28945/2715.

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Adaptive and fluid applications development methodologies such as Prototyping, RAD, FAD and Extreme Programming have emerged in recent years in response to organisational realities that include rapid change, uncertainty and ambiguity. These methodologies are well suited to the team-based approach that has become so important in the modern organisation. Yet, many educational programmes in the West still focus on individual learning and assessment. This paper reports on a pilot study where team-based methods are incorporated into a demanding undergraduate I.T. course. An attempt is also made to create a learning environment that incorporates elements of the ‘real world.’ It is established that a team-based approach, where there is a focus on interdependency and group learning, can lead to some dramatic improvements in the performance of IT students but a number of unexpected problems emerge.

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Saputra, Ryan Hidayat, Mardiyana, and Triyanto. "The Impact of Team Assisted Individualization Learning Model with Scientific Approach Toward Mathematical Communication Based on Student’s Cooperative Personality Orientation." In 1st International Multidisciplinary Conference on Education, Technology, and Engineering (IMCETE 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200303.040.

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Hanesová, Dana. "SERVICE LEARNING INTEGRATED WITH FOREIGN LANGUAGES LEARNING: PROMOTING TRANSVERSAL COMPETENCIES." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end095.

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In this article, the author will present an innovative way how to develop students' foreign language communicative and intercultural competence alongside with a whole set of transversal competencies via an innovated version of foreign language courses. They may be attended by both university students or secondary school students. The basic idea of such a course, in our case called "Global Encounters in Local Settings", is giving students space to create a service-learning project for a community. Students have to work in linguistically and ethnically mixed groups. Each group decides to about the focus of their project and the procedures of its implementation. Via these cooperative projects accomplished while using various foreign languages - suitable also for online learning space, the students can develop various transversal competencies, such as critical and reflective thinking, plurilingual and intercultural competence, problem-solving, team-work skills, interpersonal and other social competencies, willingness to take risks and seek challenges, leadership development skills, time management and planning skills, inclusive approach, and active citizenship. The first version of such course was tested on several groups of university students in Slovakia (in 2020). The post-tests and reflections after accomplishing this course showed evident growth in the above-mentioned competencies.

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Reports on the topic "Team learning approach in education – Swaziland"

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Baloch, Imdad, Tom Kaye, Saalim Koomar, and Chris McBurnie. Pakistan Topic Brief: Providing Distance Learning to Hard-to-reach Children. EdTech Hub, June 2020. http://dx.doi.org/10.53832/edtechhub.0026.

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The COVID-19 pandemic has resulted in mass school closures across the world. It is expected that the closures in low- and -middle-income countries (LMICs) will have long-term negative consequences on education and also on broader development outcomes. Countries face a number of obstacles to effectively delivering alternative forms of education. Obstacles include limited experience in facing such challenges, limited teacher digital and pedagogical capacity, and infrastructure constraints related to power and connectivity. Furthermore, inequalities in learning outcomes are expected to widen within LMICs due to the challenges of implementing alternative modes of education in remote, rural or marginalised communities. It is expected that the most marginalised children will feel the most substantial negative impacts on their learning outcomes. Educational technology (EdTech) has been identified as a possible solution to address the acute impact of school closures through its potential to provide distance education. In this light, the DFID Pakistan team requested the EdTech Hub develop a topic brief exploring the use of EdTech to support distance learning in Pakistan. Specifically, the team requested the brief explore ways to provide distance education to children in remote rural areas and urban slums. The DFID team also requested that the EdTech Hub explore the different needs of those who have previously been to school in comparison to those who have never enrolled, with reference to EdTech solutions. In order to address these questions, this brief begins with an overview of the Pakistan education landscape. The second section of the brief explores how four modes of alternative education — TV, interactive radio instruction, mobile phones and online learning — can be used to provide alternative education to marginalised groups in Pakistan. Multimodal distance-learning approaches offer the best means of providing education to heterogeneous, hard-to-reach groups. Identifying various tools that can be deployed to meet the needs of specific population segments is an important part of developing a robust distance-learning approach. With this in mind, this section highlights examples of tools that could be used in Pakistan to support a multimodal approach that reaches the most hard-to-reach learners. The third and final section synthesises the article’s findings, presenting recommendations to inform Pakistan’s COVID-19 education response.<br> <br> This topic brief is available on Google Docs.

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Scoular, Claire, and Ian Teo. Developing strategic plans for an aligned approach to 21st century skills integration. Australian Council for Educational Research, March 2021. http://dx.doi.org/10.37517/978-1-74286-626-0.

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This report describes an online course developed to support education systems to build an aligned and sustainable approach to integration of 21st Century Skills (21CS). 21CS are those skills that are considered particularly important to succeed in today’s knowledge-based society in which innovation and technology are predominant. Prominent examples include critical thinking, creative thinking, and collaboration, and such skills need to be better understood in order for them to be integrated. While different countries may have their own frameworks or priorities surrounding 21CS, a consistent approach to integration can still be achieved with a shared understanding from all stakeholders within the system. The course objectives focused on supporting countries to develop a strategic plan for 21CS integration, providing resources to aid that plan, and building capacity to implement the plan. The specific learning objectives were to: Understand components and steps leading to 21CS alignment; Conduct a needs analysis, identifying which steps are currently being met, and which steps need more attention; Develop a strategic plan, identifying which steps are to be prioritized and in which order; Gain insights from other education systems from reflections on successful developments and lessons learned; and Engage in discussion within education systems and with other countries about the emerging area of skills integration, as well as identify future directions. Course participants joined from across 16 Asia Pacific countries and from the Education Quality and Assessment Programme for the Pacific Community (EQAP). The course comprised of eight modules that were spread over three weeks, with content hosted online through the Moodle platform.Each module consisted of pre-recorded video content (30-60 minutes) and team and/or individual activities. The modules were supported by three live sessions that allowed participants to ask questions and share reflections in real time. The course concluded with a webinar that consisted of presentations that were delivered by one member from each Core Strategy Team who shared their team’s strategic plan and reflections from this course.

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