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ERIC Number: EJ967659
Record Type: Journal
Publication Date: 2008
Pages: 10
Abstractor: As Provided
ISSN: ISSN-1548-9566
Enhancing Classroom Performance: A Technology Design to Support the Integration of Collaborative Learning and Participative Teams
Marsh, Michael T.; Taylor, Ronald; Holoviak, Stephen J.
College Teaching Methods & Styles Journal, v4 n6 p31-40 2008
Integral components of today's successful business models frequently include information technology, effective collaboration, and participative teamwork among employees. It is in the best interest of students for educators to provide classrooms that reflect a profitable practitioner's environment. Students studying for careers in business should learn the advantages of teamwork and apply what they learn by participating as members of project teams as part of curriculum activities. Organizations are incorporating collaborative hardware, software, and spaces at an unprecedented pace and rapid advancements in technology are continuously changing collaboration and teamwork strategies. To better prepare students to perform in this type of environment, the John L. Grove College of Business at Shippensburg University of Pennsylvania has recently designed and equipped classrooms to support intellectual teamwork activities. The intent of this paper is to share the details regarding the teaching/learning experiences of the faculty and students using the facilities, the physical design of the spaces, and the technology that was incorporated into the designated spaces. The discussion of lessons learned and recommendations for designing and implementing a "real learning for real life" classroom should be particularly useful to institutions planning or actively involved in designing technology-enhanced collaborative or teamwork activity facilities. (Contains 7 figures and 2 charts.)
Clute Institute. 6901 South Pierce Street Suite 239, Littleton, CO 80128. Tel: 303-904-4750; Fax: 303-978-0413; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Pennsylvania