Students' Perceptions of Team Learning across Teaching Frameworks and Settings

Autor/inn/en	Guffey, Sarah K.; Parrish, Christopher W.; Williams, David S.
Titel	Students' Perceptions of Team Learning across Teaching Frameworks and Settings
Quelle	In: Current Issues in Education, 22 (2021) 3, (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Guffey, Sarah K.) ORCID (Parrish, Christopher W.) ORCID (Williams, David S.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Cooperative Learning; Group Activities; Grouping (Instructional Purposes); Intergroup Relations; Learning Activities; Student Participation; College Students; Student Attitudes; Student Motivation; In Person Learning; Online Courses; Instructional Effectiveness; Teacher Education; Accountability; Student Satisfaction + Suchen Sie Ihr Suchwort? Kooperatives Lernen; Gruppenaktivität; Grouping; Gruppenbildung; Intergruppenbeziehungen; Lernaktivität; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Collegestudent; Schülerverhalten; Schulische Motivation; Online course; Online-Kurs; Unterrichtserfolg; Lehrerausbildung; Lehrerbildung; Verantwortung
Abstract	The benefits of team learning include increased achievement, increased motivation, and greater retention of concepts learned. While team learning has been implemented since the early 20th century, instructors in higher education settings may still experience challenges managing implementation, such as unmotivated students and a lack of accountability among group members. One team learning pedagogy is team-based learning (TBL), a structured course design that combines individual preparation with collaborative problem-solving. Given the benefits of TBL in face-to-face settings, including student learning and improved attitudes, educators have also adapted TBL to online settings. This embedded mixed-method study examined students' perceptions of TBL in face-to-face and online teacher education courses. We found that students in TBL courses, regardless of delivery method, reported positive perceptions of TBL, and commonly identified the "course structure" and "teams" as the most effective aspects of the course. (As Provided).
Anmerkungen	Arizona State University, Mary Lou Fulton Institute and Graduate School of Education. Deans Office, P.O. Box 870211 Payne 108, Tempe, AZ 85287. Tel: 480-965-3306; Fax: 480-965-6231; e-mail: cie@asu.edu; Web site: https://cie.asu.edu/ojs/index.php/cieatasu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01