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Learning in Teams: Collaboratively Guiding the Journey

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Bibliographic Details
Title: Learning in Teams: Collaboratively Guiding the Journey
Language: English
Authors: Manion, Kathleen, Shah-Preusser, Noreen, Dyck, Trish, Thackeray, Susan
Source: Collected Essays on Learning and Teaching. 2020 13:25-40.
Availability: Society for Teaching and Learning in Higher Education. 1280 Main Street West, Mills Library Room 504, Hamilton, Ontario L8S 4L6, Canada. Tel: 905-525-9140; Web site: http://www.stlhe.ca
Peer Reviewed: Y
Page Count: 16
Publication Date: 2020
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Higher Education
Postsecondary Education
Descriptors: Cooperative Learning, College Students, Foreign Countries, Learning Processes, Teamwork, Teaching Methods, Instructional Design, Group Dynamics, Transformative Learning, Student Motivation
Geographic Terms: Canada
ISSN: 2368-4526
Abstract: Learning in teams offers unique benefits to understand and address contemporary, global, and local challenges through effective and thoughtful learning journeys. However, learning in teams is not always thoroughly planned or effectively delivered. In trying to better understand what processes support or hinder effective and innovative learning in teams, a group of researchers and practitioners explored what works and what needs to be improved in the context of one Canadian university. This article highlights the key findings from this study and offers readers strategies to support effective, innovative, and collaborative learning in teams.
Abstractor: As Provided
Entry Date: 2020
Accession Number: EJ1277192
Database: ERIC
Description
Abstract:Learning in teams offers unique benefits to understand and address contemporary, global, and local challenges through effective and thoughtful learning journeys. However, learning in teams is not always thoroughly planned or effectively delivered. In trying to better understand what processes support or hinder effective and innovative learning in teams, a group of researchers and practitioners explored what works and what needs to be improved in the context of one Canadian university. This article highlights the key findings from this study and offers readers strategies to support effective, innovative, and collaborative learning in teams.
ISSN:2368-4526