Mutual Gains from Team Learning: A Guided Design Classroom Exercise
Proponents of classroom- and team-based exercises argue that structured group problem-solving activities enhance student learning. A team-based, guided design exercise conducted annually from 1985 to 2002 supports the claim that teams are much more likely to reach superior decisions than individual...
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| Veröffentlicht in: | Applied economic perspectives and policy 2005-06, Vol.27 (2), p.288-296 |
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| container_title | Applied economic perspectives and policy |
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| creator | Wilson, Paul N. |
| description | Proponents of classroom- and team-based exercises argue that structured group problem-solving activities enhance student learning. A team-based, guided design exercise conducted annually from 1985 to 2002 supports the claim that teams are much more likely to reach superior decisions than individual students left to their own knowledge. However, a very small percentage of teams were not successful reaching a learning goal and an equally small number of highly competent individuals found themselves worse off, in terms of a team versus individual solution, after a team exercise. Nevertheless, the overall evidence validates the team-based approach to problem solving as a useful active learning strategy in the classroom. |
| doi_str_mv | 10.1111/j.1467-9353.2005.00227.x |
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| ispartof | Applied economic perspectives and policy, 2005-06, Vol.27 (2), p.288-296 |
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| source | RePEc; Business Source Complete; Wiley Online Library All Journals |
| subjects | A220 Active learning Agricultural economics agricultural education Agricultural management Boats Classroom discussion Classrooms Collaborative learning College instruction Decision making Economic theory educational methods Learning Problem solving Professional development Teaching and Learning team learning Teams university programs |
| title | Mutual Gains from Team Learning: A Guided Design Classroom Exercise |
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