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Achieving Deep Learning with Student Teamwork: An Exploratory Investigation
Journal article   Open access   Peer reviewed

Achieving Deep Learning with Student Teamwork: An Exploratory Investigation

Michael Harker and Debra Harker
e-Journal of Business Education & Scholarship of Teaching, Vol.1(1), pp.24-40
2007
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Abstract

Curriculum and Pedagogy Education Systems Other Education team work problem-based learning phenomenography eJBEST
There is strong evidence to suggest that student-to-student interaction, both formal and spontaneous, can enrich learning outcomes. It has also been established that employers value students who have problem solving skills and who can work effectively with others. The purpose of this project was to provide some insight into group projects and to improve the quality of student learning in student problem solving projects. Specifically, this project addressed two research questions concerned with group problem-based learning; first, understanding the barriers to deep student learning and, second, how deep student learning can be improved with this technique. This research project involved two fundamental, non-mutually exclusive research approaches, namely, phenomenography and action research. Brainstorming and focus group techniques were used to collect data and the findings indicate that, in order for group synergy to be achieved, initial group establishment and accepted group disciplines must be carefully undertaken.

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