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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 (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 (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 (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 ex

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Volkov, Arabella, and Michael Volkov. "Teamwork benefits in tertiary education." Education + Training 57, no. 3 (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 qualit

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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 (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

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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 describ

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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 (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 f

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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 (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 sa

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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 (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

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Morgan, Shona D., and Alice C. Stewart. "Teams in Management Education." Journal of Management Education 43, no. 5 (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

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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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<p> <p>&nbsp<br></p> </p> <p align="left">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<br>experiences of the assessment models were achieved through teachers administering and scoring

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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

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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. Globe Fearon Educational, 1996.

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

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M, Adams Dennis, ed. The collaborative dimensions of learning. Ablex Pub. Corp., 1992.

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Kluge, Lorene. Cooperative learning. Educational Research Service, 1990.

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Grisham, Dana L. Cooperative learning. Teacher Created Materials, 1995.

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

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

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

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

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1950-, Silver Debbie, ed. Taming of the team: How great teams work together. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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, et al. "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

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Patil, Mahesh S., Padmashree Desai, M. Vijayalakshmi, et al. "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 managi

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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

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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). 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 t

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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, 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 with

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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, 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 ap

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