Download full text
Download full text
ERIC Number: EJ1058531
Record Type: Journal
Publication Date: 2010
Abstractor: As Provided
Reference Count: 6
Team-Based Classroom Pedagogy Reframed: The Student Perspective
Schultz, Jennifer L.; Wilson, Joel R.; Hess, Kenneth C.
American Journal of Business Education, v3 n7 p17-24 2010
Postsecondary learning environments often utilize team-based pedagogical practices to challenge and support student learning outcomes. This manuscript presents the findings of a qualitative research study that analyzed the viewpoints and perceptions of group or team-based projects among undergraduate business students. Results identified five pro-team thematic perspectives of team learners' views including better deliverables, increased ideas, improved learning experiences, reduced workload, and collective security. Responses from students who preferred to work autonomously resulted in three themes centered on self-sufficiency, social loafing, and schedule challenges. Two situational student responses were identified regarding how and why faculty should utilize group and team projects in consideration of individual efficiency and assignment objectives and outcomes conflicts. This study concludes with research-based recommendations for teaching, learning, and further research.
Descriptors: Qualitative Research, Cooperative Learning, Teamwork, Academic Achievement, Higher Education, College Students, Business Administration Education, Student Projects, Student Attitudes, College Faculty, Positive Attitudes, Negative Attitudes
Clute Institute. 6901 South Pierce Street Suite 239, Littleton, CO 80128. Tel: 303-904-4750; Fax: 303-978-0413; e-mail: Staff@CluteInstitute.com; Web site: http://www.cluteinstitute.com
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A