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

Author: Grafiati

Published: 4 June 2021

Last updated: 17 February 2022

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1

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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Yanamandram, V., and G. Noble. "Student Experiences and Perceptions of Team-Teaching in a Large Undergraduate Class." Journal of University Teaching and Learning Practice 3, no. 1 (2006): 56–74. http://dx.doi.org/10.53761/1.3.1.6.

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This paper examines student experiences and perceptions of two models of team-teaching employed at a regional Australian university to teach a large undergraduate marketing subject. The two team-teaching models adopted for use in this subject can be characterised by the large number of team members (ten and six) and the relatively low level of team involvement in the planning and administration of the teamteaching process. The paper examines students’ experiences in an effort to identify the strengths and weaknesses of the team-teaching approach from the students’ perspective. This paper contr

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Stanger-Hall, Kathrin F., Sarah Lang, and Martha Maas. "Facilitating Learning in Large Lecture Classes: Testing the “Teaching Team” Approach to Peer Learning." CBE—Life Sciences Education 9, no. 4 (2010): 489–503. http://dx.doi.org/10.1187/cbe.09-12-0093.

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We tested the effect of voluntary peer-facilitated study groups on student learning in large introductory biology lecture classes. The peer facilitators (preceptors) were trained as part of a Teaching Team (faculty, graduate assistants, and preceptors) by faculty and Learning Center staff. Each preceptor offered one weekly study group to all students in the class. All individual study groups were similar in that they applied active-learning strategies to the class material, but they differed in the actual topics or questions discussed, which were chosen by the individual study groups. Study gr

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Magnier-Watanabe, Remy, Yoshiaki Watanabe, Olivier Aba, and Harald Herrig. "Global virtual teams’ education: experiential learning in the classroom." On the Horizon 25, no. 4 (2017): 267–85. http://dx.doi.org/10.1108/oth-02-2017-0007.

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Purpose This paper aims to examine how students can learn how to work in multi-cultural global virtual teams in a classroom-based setting using experiential learning. The students from two graduate programs in France and Japan were given relevant reading materials, individual and joint team assignments on virtual team work and were asked to evaluate their work using previously identified global virtual team key success factors. Design/methodology/approach Text-mining and co-word analyses of students’ assignments, and correlations of keyword frequencies with student culture scores provide insig

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Wheeler, Sarah, Alexa Sevin Valentino, Beth W. Liston, Junan Li, and James W. McAuley. "A team-based learning approach to interprofessional education of medical and pharmacy students." Currents in Pharmacy Teaching and Learning 11, no. 11 (2019): 1190–95. http://dx.doi.org/10.1016/j.cptl.2019.07.010.

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Mody, Sheila K., Jessica Kiley, Lori Gawron, Patricia Garcia, and Cassing Hammond. "Team-based learning: a novel approach to medical student education in family planning." Contraception 88, no. 2 (2013): 239–42. http://dx.doi.org/10.1016/j.contraception.2012.07.012.

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McLoughlin, Catherine, and Joe Luca. "A learner–centred approach to developing team skills through web–based learning and assessment." British Journal of Educational Technology 33, no. 5 (2002): 571–82. http://dx.doi.org/10.1111/1467-8535.00292.

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Chang, Shu-Hsuan, Li-Chih Yu, Yen-Kuang Kuo, Yi-Ting Mai, and Jen-De Chen. "APPLYING ONLINE PEER ASSESSMENT WITH TOTAL QUALITY MANAGEMENT TO ELEVATE PROJECT-BASED LEARNING PERFORMANCE." Journal of Baltic Science Education 14, no. 3 (2015): 379–90. http://dx.doi.org/10.33225/jbse/15.14.379.

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Undergraduate science, technology, engineering, and mathematics (STEM) curriculum emphasize project-based learning (PBL) with peer assessment/on-line peer assessment (PA/OPA). Many studies have stressed that students did not improve over two rounds in PBL with OPA studies and PBL with PA have to adopt team mutual cooperation to reap effective learning. This study proposed an innovative approach that incorporate OPA with TQM as a macro-level instructional tool to guide students in teacher's directing of collaborative project development as well as seeking continuous improvement to elevate Proje

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Lefoe, Geraldine E., Dominique Rene Parrish, Lynne Maree Keevers, Yoni Ryan, Jo McKenzie, and Janne Malfroy. "A CLASS Act: The teaching team approach to subject coordination." Journal of University Teaching and Learning Practice 10, no. 3 (2013): 131–45. http://dx.doi.org/10.53761/1.10.3.8.

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Advancing the development of good practice around the teaching team has been the focus of a recently completed, nationally funded Australian grant entitled Coordinators Leading Advancement of Sessional Staff (CLASS). The project focused on developing leadership capacity of subject coordinators to provide supportive contexts for sessional staff to enhance their knowledge of teaching practice and contribute to subject improvement through a team approach. An action learning approach and notions of distributed leadership underpinned the activities of the teaching teams in the program. This paper p

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Walker, Elizabeth Reisinger, Delia L. Lang, Bethany A. Caruso, and Leslie Salas-Hernández. "Role of team dynamics in the learning process: a mixed-methods evaluation of a modified team-based learning approach in a behavioral research methods course." Advances in Health Sciences Education 25, no. 2 (2019): 383–99. http://dx.doi.org/10.1007/s10459-019-09931-3.

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L Killingsworth, Brenda, and Yajiong Xue. "INVESTIGATING FACTORS INFLUENCING STUDENTS’ LEARNING IN A TEAM TEACHING SETTING." International Journal of Cognitive Research in Science, Engineering and Education 3, no. 2 (2015): 9–16. http://dx.doi.org/10.23947/2334-8496-2015-3-2-9-16.

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Team teaching factors, including mission clarity, affiliation, innovativeness, and fairness, are examined to determine how they influence student learning in a team-taught course. The study involved 184 college students enrolled in an Introduction to Computers course delivered in a team-taught format in a large university located in the United States. The collaborative teaching design followed a traditional team teaching approach with an instructor team teaching the same course collaboratively. Students enrolled in the team-taught course filled out an online survey targeted at identifying key

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Brennan, Diane, and Kaj Hellbom. "Positive team coaching." Industrial and Commercial Training 48, no. 7 (2016): 333–37. http://dx.doi.org/10.1108/ict-01-2016-0007.

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Purpose This paper is in follow up to a presentation by its authors at the 2015 Association of Training and Development Conference in Orlando, Florida where participants gathered to learn new and innovative ways of working with people. Teams are everywhere in our global society, and we see untapped opportunities to harness the energy and potential to achieve positive results. The purpose of this paper is to offer a coaching approach to working with teams that utilizes positive deviance eliciting strengths, unique skills and knowledge, and building on these to create engagement and results. Des

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Somech, Anit, and Manar Naamneh. "Subject coordinators as boundary managers: The impact on team learning and organizational outcomes." Educational Management Administration & Leadership 47, no. 1 (2017): 56–73. http://dx.doi.org/10.1177/1741143217728082.

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The present research examines the functioning of subject coordinators as boundary managers. According to this approach, effective team leaders move back and forth across the team boundary, by means of internal activities, which focus on internal team processes, and external activities, which focus on connecting the team with the external environment in which it operates. The research model suggests that internal and external boundary management activities will promote team learning, which in turn will advance team outcomes (innovation and organizational citizenship behavior (OCB)) as well as o

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He, Ping, Nai Chao Chen, and Dan Mei Hu. "The Team-individual Approach for Curriculum Design Course in the Mechanical Engineering Education." Advanced Materials Research 199-200 (February 2011): 1680–83. http://dx.doi.org/10.4028/www.scientific.net/amr.199-200.1680.

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The team-individual approach is proposed to act as the teaching method for the curriculum design course in the mechanical engineering education. Firstly, the paper describes the contradictions of the cultivation and requirements for the students between universities and enterprises. Namely, the individual education in the universities is very different with the team spirit with widely recommendations of most modern enterprises. We elucidate the similar feature between team spirit and individual education that is extreme stimulation of the maximum personal intrinsic potential for helping succes

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Kiteley, Robin J., and Graham Ormrod. "Towards a team-based, collaborative approach to embedding e-learning within undergraduate nursing programmes." Nurse Education Today 29, no. 6 (2009): 623–29. http://dx.doi.org/10.1016/j.nedt.2009.01.010.

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Dimas, Isabel Dórdio, Teresa Rebelo, and Paulo Renato Lourenço. "Learning conditions, members’ motivation and satisfaction: a multilevel analysis." Learning Organization 22, no. 2 (2015): 131–47. http://dx.doi.org/10.1108/tlo-10-2014-0060.

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Purpose – The purpose of this paper was to contribute to the clarification of the conditions under which teams can be successful, especially those related to team learning. To attain this goal, in the present study, the mediating role played by team members’ motivation on the relationship between team learning conditions (shared learning beliefs and team learning support) and members’ satisfaction with the team was analysed. Design/methodology/approach – An empirical study with a multilevel design was carried out. Data concerning learning conditions, motivation and satisfaction were obtained f

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Balan, Peter, Michele Clark, and Gregory Restall. "Preparing students for Flipped or Team-Based Learning methods." Education + Training 57, no. 6 (2015): 639–57. http://dx.doi.org/10.1108/et-07-2014-0088.

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Purpose – Teaching methods such as Flipped Learning and Team-Based Learning require students to pre-learn course materials before a teaching session, because classroom exercises rely on students using self-gained knowledge. This is the reverse to “traditional” teaching when course materials are presented during a lecture, and students are assessed on that material during another session at a later stage. The purpose of this paper is to describe an introductory class session that prepares and engages students to be successful participants in courses requiring pre-learning. Design/methodology/ap

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Scott, Jonathan Matthew, Kathryn Pavlovich, John L. Thompson, and Andy Penaluna. "Constructive (mis)alignment in team-based experiential entrepreneurship education." Education + Training 62, no. 2 (2019): 184–98. http://dx.doi.org/10.1108/et-06-2019-0113.

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Purpose Little is known about how experiential entrepreneurship education approaches contribute toward enhancing the engagement of students in the learning process. Using a purposive and convenience sample of individual student reflective journals, the purpose of this paper is to critically evaluate how the process of constructive misalignment enhances the level of student engagement through a team-based experiential entrepreneurship education assessment. Design/methodology/approach Data were gathered from a purposive and convenience sample of reflective journals, an individual “performance as

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Ali, Sheeba Sardar. "Problem Based Learning: A Student-Centered Approach." English Language Teaching 12, no. 5 (2019): 73. http://dx.doi.org/10.5539/elt.v12n5p73.

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Problem-based learning is a teaching method in which students&rsquo; learn through the complex and open ended problems. These problems are real world problems and are used to encourage students&rsquo; learning through principles and concept. PBL is both a teaching method and approach to the curriculum. It can develop critical thinking skill, problem solving abilities, communication skills and lifelong learning. The purpose of this study is to give the general idea of PBL in the context of language learning, as PBL has expanded in the areas of law, education, economics, business, social

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Joan O Vicente, Aileen, Tiffany Adelaine G Tan, and Alvin Ray O Yu. "Collaborative Approach in Software Engineering Education: An Interdisciplinary Case." Journal of Information Technology Education: Innovations in Practice 17 (2018): 127–52. http://dx.doi.org/10.28945/4062.

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Aim/Purpose: This study was aimed at enhancing students’ learning of software engineering methods. A collaboration between the Computer Science, Business Management, and Product Design programs was formed to work on actual projects with real clients. This interdisciplinary form of collaboration simulates the realities of a diverse Software Engineering team. Background: A collaborative approach implemented through projects has been the established pedagogy for introducing the Software Engineering course to undergraduate Computer Science students. The collaboration, however, is limited to collab

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Martensson, Pernilla. "Learning to see distinctions through learning studies." International Journal for Lesson and Learning Studies 8, no. 3 (2019): 196–211. http://dx.doi.org/10.1108/ijlls-10-2018-0069.

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Purpose The purpose of this paper is to identify changes in teacher’s pedagogical content knowledge (PCK) as a result of their participation in two learning studies in mathematics. Design/methodology/approach A group of four mathematics teachers and the researcher of this paper explored two objects of learning related to division with decimal numbers and the straight-line equation in a learning study (LS) project over the course of one year. The data used consist of eight video-recorded lessons, four written student tests, eight student interviews and 14 recorded team meetings. The analysis wa

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Vogeltanz-Holm, Nancy, Linda M. Olson, Kurt E. Borg, and Thomas M. Hill. "Implementation and Evaluation of a Team-Based Learning Approach Within a Hybrid Problem-Based Learning Medical Education Curriculum." Medical Science Educator 24, no. 1 (2014): 125–33. http://dx.doi.org/10.1007/s40670-014-0008-3.

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Simione, Kathleen, Rowena Ortiz-Walters, Julia M. Fullick-Jagiela, and Patricia S. Kelly. "Measuring perceived usefulness of team assignments." Journal of Applied Research in Higher Education 9, no. 2 (2017): 174–95. http://dx.doi.org/10.1108/jarhe-01-2016-0007.

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Purpose Team-based assignments must be constructed to contribute to the effective development of teamwork skills, an important learning objective for most schools of business. The purpose of this paper is to understand how students view the usefulness of team assignments in order to inform more effective pedagogical techniques related to team-based assignments and the development of student teamwork competencies. Design/methodology/approach Data were collected from Likert-scale online surveys administered to students upon completion of the first-year team-based introductory business course. Su

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Wright, Robin, and James Boggs. "Learning Cell Biology as a Team: A Project-Based Approach to Upper-Division Cell Biology." Cell Biology Education 1, no. 4 (2002): 145—S27. http://dx.doi.org/10.1187/cbe.02-03-0006.

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To help students develop successful strategies for learning how to learn and communicate complex information in cell biology, we developed a quarter-long cell biology class based on team projects. Each team researches a particular human disease and presents information about the cellular structure or process affected by the disease, the cellular and molecular biology of the disease, and recent research focused on understanding the cellular mechanisms of the disease process. To support effective teamwork and to help students develop collaboration skills useful for their future careers, we provi

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Wang, Wei, Shen Jie Jia, Shu Chong Liu, and Hui Yan Wang. "A Computer-Aided Approach to Undergraduate Engineering Education." Key Engineering Materials 474-476 (April 2011): 1931–34. http://dx.doi.org/10.4028/www.scientific.net/kem.474-476.1931.

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Despite the quality of engineers that still universities are forming, the existing system for educating engineers must change, provides the courses for engineering educators, and a large experience developing and implementing engineering programs, the engineering education research team has decided to develop and to offer a graduation level program for engineers dedicated to education. Through the application of computer-mediated communication educators or instructional designers in the field of engineering with an opportunity to share the ideas and experience of innovating curriculum and inst

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Dixon, Nancy. "Learning together and working apart: routines for organizational learning in virtual teams." Learning Organization 24, no. 3 (2017): 138–49. http://dx.doi.org/10.1108/tlo-12-2016-0101.

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Purpose Research suggests that teaming routines facilitate learning in teams. This paper identifies and details how specific teaming routines, implemented in a virtual team, support its continual learning. The study’s focus was to generate authentic and descriptive accounts of the interviewees’ experiences with virtual teaming routines. Design/methodology/approach This case study gathered concrete, practical and context-dependent knowledge about virtual teaming routines in a specific environment. The main source of data was narrative expert interviews with working members of the team. Findings

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Rios-Velazquez, Carlos, Lilliam Casillas-Martinez, and Pieter T. Visscher. "Learning Geomicrobiology as a Team Using Microbial Mats, a Multidisciplinary Approach." Journal of Microbiology & Biology Education 8, no. 1 (2007): 28–35. http://dx.doi.org/10.1128/jmbe.8.1.28-35.2007.

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Microbial mats are one of the best suited laminar organo-sedimentary ecosystems for students from different educational backgrounds to visualize the direct relationship between microbes and minerals. We have used tropical hypersaline microbial mats from Puerto Rico as educational tools to promote active learning of geomicrobiology introductory concepts for undergraduate students organized in multidisciplinary teams with biological and geological backgrounds. Besides field trips and independent research projects focused on microbial mats, four intensive workshops and one capstone activity were

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Hoople, Gordon D., Diana A. Chen, Susan M. Lord, Laura A. Gelles, Felicity Bilow, and Joel Alejandro Mejia. "An Integrated Approach to Energy Education in Engineering." Sustainability 12, no. 21 (2020): 9145. http://dx.doi.org/10.3390/su12219145.

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What do engineering students in 2020 need to know about energy to be successful in the workplace and contribute to addressing society’s issues related to energy? Beginning with this question, we have designed a new course for second-year engineering students. Drawing on the interdisciplinary backgrounds of our diverse team of engineering instructors, we aimed to provide an introduction to energy for all engineering students that challenged the dominant discourse in engineering by valuing students’ lived experiences and bringing in examples situated in different cultural contexts. An Integrated

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Michaelsen, Larry K. "Team Learning: A Comprehensive Approach for Harnessing the Power of Small Groups in Higher Education." To Improve the Academy 11, no. 1 (1992): 107–22. http://dx.doi.org/10.1002/j.2334-4822.1992.tb00211.x.

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Masters, Carolynn, Valerie O'Toole Baker, and Holly Jodon. "Multidisciplinary, Team-Based Learning: The Simulated Interdisciplinary to Multidisciplinary Progressive-Level Education (SIMPLE©) Approach." Clinical Simulation in Nursing 9, no. 5 (2013): e171-e178. http://dx.doi.org/10.1016/j.ecns.2011.11.007.

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Lizunkov, Vladislav G., Ekaterina V. Politsinskaya, and Olga T. Ergunova. "Development of team competence among graduates of technical universities on the basis of collaborative learning." Perspectives of Science and Education 49, no. 1 (2021): 92–112. http://dx.doi.org/10.32744/pse.2021.1.7.

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Problem and purpose. The modern economy needs engineers with a new consciousness and psychological attitudes, possessing the necessary competencies, capable of giving a positive impetus to the development of further competitiveness of enterprises located in the territories of advanced social and economic development and Russia as a whole. The purpose of the article is to substantiate the effectiveness of implementing a collaborative approach in the formation of team competence in the system of higher and supplementary professional education. Methods. The study involved 135 graduates of various

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Klammer, Simone, and Barbara Hanfstingl. "A first time lesson study that turned into a learning study." International Journal for Lesson and Learning Studies 8, no. 4 (2019): 305–19. http://dx.doi.org/10.1108/ijlls-04-2019-0029.

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Purpose The purpose of this paper is to present an implemented lesson study (LS) in English as a second language course for 11-year-old students in the fifth grade. The aim of the research lesson was to learn how to describe a person systematically. Design/methodology/approach Two LS cycles in two different classes were conducted and evaluated using systematic observation, case student interviews and student feedback. The data were analysed by the involved teacher team and the mentor. Findings The study shows that and how LS and variation theory promotes theory-based lesson preparation and pos

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Aouine, Amina, and Latifa Mahdaoui. "Integration of Examination Strategies in E-Learning Platform for Assessment of Collaborative Activities." International Journal of Information and Communication Technology Education 16, no. 1 (2020): 30–49. http://dx.doi.org/10.4018/ijicte.2020010103.

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In this article, the authors propose a set of examination strategies for distributing tasks of collaborative activities. The first purpose behind this proposal is to assess fairly the learners who are involved in group or team work at the e-learning platform. Indeed, in the literature, few methods are used to assess the learners' individual contributions to the collective or collaborative work. Therefore, the proposal of this article is based mainly around this issue. This will lead to an approach to assess individuals within the learning group (or team), which in turn, will allow to assess th

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Rebelo, Teresa, Paulo Renato Lourenço, and Isabel Dórdio Dimas. "The journey of team learning since “The Fifth Discipline”." Learning Organization 27, no. 1 (2019): 42–53. http://dx.doi.org/10.1108/tlo-10-2019-0144.

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Purpose This paper is focused on team learning, the fourth discipline proposed by Senge (1990) in his seminal book The Fifth Discipline: The Art and Practice of the Learning Organization. This paper aims to provide a reflection upon the journey that this construct has made since this book’s publication, in terms of conceptualization, research and its link to organizational learning and learning organizations. Design/methodology/approach This paper is based on a review of Senge’s (1990) conceptualization of team learning and on a literature review of team learning research that has been produce

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Pain, Paromita, Gina Masullo Chen, and Christopher P. Campbell. "Learning by Doing." Journalism & Mass Communication Educator 71, no. 4 (2016): 400–412. http://dx.doi.org/10.1177/1077695815613711.

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In-depth qualitative interviews with participants of a high school journalism workshop reveal that immersing students in coverage of a historically important news event enhances learning of multimedia journalism. Study explores how using a team-based approach to coverage of the 50th anniversary of Freedom Summer, a key event in Mississippi’s civil rights history, bolsters students’ ability to learn to tell stories using text, photos, video, social media, radio, and blogs. Ramifications for multimedia education are proposed.

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Sinha, Ruchi, and Christina Stothard. "Power asymmetry, egalitarianism and team learning – Part 1: conceptualizing the moderating role of environmental hardship." Learning Organization 27, no. 5 (2020): 389–401. http://dx.doi.org/10.1108/tlo-01-2020-0018.

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Purpose This paper aims to understand the effects of team power asymmetry (hierarchy) on team learning. Design/methodology/approach Literature suggests that power asymmetry can hurt team learning due to unequal interactions. The authors integrate the situated focus theory of power and the theory of adversarial growth to propose that environmental hardship can moderate this relationship. Such that, under environmental hardship there is a shift in power relations within hierarchical teams, such that power asymmetry positively relates to team learning via increased team egalitarianism (interactio

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Wilson, Gail, Andrew McAuley, Sally Ashton-Hay, and Tina Van Eyk. "Just when I needed you most: Establishing on-demand learning support in a regional university." Australasian Journal of Educational Technology 36, no. 5 (2020): 46–57. http://dx.doi.org/10.14742/ajet.6117.

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This article discusses the experiences and challenges of introducing a third-party learning support provider into the teaching and learning culture at Southern Cross University (SCU), a regional university with campus locations in New South Wales and Queensland. The provider was engaged to extend online study support after-hours to first year students to complement the on-campus and online academic skills consultations available during business hours. The case study covers a 2015 pilot, a wider roll-out in 2016, and finally, a 2017 university-wide access via the intranet as well as through nom

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Spyropoulou, Natalia, Christos J. Pierrakeas, and Achilles Kameas. "Experience Gained From Applying a Team-Based Approach for MOOC Development." International Journal of Web-Based Learning and Teaching Technologies 14, no. 2 (2019): 15–30. http://dx.doi.org/10.4018/ijwltt.2019040102.

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Massive open online courses (MOOC) constitute an emerging technology for distance and open education while interest in incorporating them in higher education is constantly growing. Due to the free and open access learning opportunities that they offer, they attract an immense number of learners from all over the world. Additionally, because of their openness, they present major challenges, including network co-creation within communities and new forms of communication and collaboration for both students and educators. In this article, the authors present a methodology for a team-based developm

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Cure, Richard. "Education for the Dental Team: Make Your Practice a Centre of Learning Excellence." Primary Dental Care os16, no. 1 (2009): 4–6. http://dx.doi.org/10.1308/135576109786994532.

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This paper discusses the future educational needs of the changing dental team, the potential for new institutions and teachers to deliver and assess that education, including outreach-based teaching and learning, and interchangeability of educational credits between institutions. The author's opinion is that primary care practices can become ‘centres of learning’ where all members of the dental team can interact to teach and learn together at the same time. The development of a career pathway for dental care professionals (DCPs), a more unified pan-Europe approach to integrated dental educatio

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Warhuus, Jan P., Lene Tanggaard, Sarah Robinson, and Steffen Moltrup Ernø. "From I to We: collaboration in entrepreneurship education and learning?" Education + Training 59, no. 3 (2017): 234–49. http://dx.doi.org/10.1108/et-08-2015-0077.

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Purpose The purpose of this paper is to ask: what effect does moving from individual to collective understandings of the entrepreneur in enterprising education have on the student’s learning? And given this shift in understanding, is there a need for a new paradigm in entrepreneurship learning? Design/methodology/approach This paper draws on ethnographic data from entrepreneurship education (EEd) at a summer school in Denmark. The purpose of the summer school was to bring the students from an awareness of their own competences to a shared understanding of resources, relationships and opportuni

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van Bussel, Janne, Sean Justice, April Bang, and Aquiles Damirón-Alcántara. "Team leaders’ beliefs about teachers’ learning-path strategies." Journal of Workplace Learning 30, no. 5 (2018): 351–63. http://dx.doi.org/10.1108/jwl-01-2018-0021.

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Purpose This paper aims to focus on professional development in the education sector. Its goal is to understand team leaders’ roles in teachers’ professional learning. Second, this paper seeks to understand the influence that team leaders have on teachers’ learning path strategies. Design/methodology/approach Following from van der Krogt’s (2007a) Learning Network Theory (LNT), this paper presents a qualitative study of teachers’ preferences for specific learning path strategies. Interview data were collected from teachers (N = 24) and team leaders (N = 5) at an intermediate vocational school

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