An implementation of active learning: assessing the effectiveness of the team infomercial assignment

Matveev, Alexei V.; Milter, Richard G.

doi:10.1080/14703291003718935

Cited by 22 publications

(11 citation statements)

References 8 publications

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“…Active learning strategies are traditionally defined as “instructional activities involving students in doing things and thinking about what they are doing” (Bonwell and Eison, 1991). More specifically, active learning strategies are student-centered approaches to instruction that promote student empowerment through the use of communication, collaboration, and exploration (Mateev and Milter, 2010). Student-centered approaches to higher education are more hands-off, allowing students to pursue knowledge independent of the instructor, make mistakes, and discover their own skills and abilities.…”

Section: Teamwork As An Active Learning Toolmentioning

confidence: 99%

Teamwork satisfaction: Exploring the multilevel interaction of teamwork interest and group extraversion

French

Kottke

2013

Active Learning in Higher Education

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Multilevel modeling is used to examine the impact of teamwork interest and group extraversion on group satisfaction. Participants included 206 undergraduates in 65 groups who were surveyed at the beginning and end of a requisite term-length group project for an upper-division university course. We hypothesized that teamwork interest and both extraversion dispersion and higher mean extraversion would predict satisfaction with the group. Results indicated both teamwork interest and mean extraversion were not a predictor of satisfaction. Contrary to the hypothesis, greater extraversion dispersion and the interaction between teamwork interest and extraversion dispersion predicted less satisfaction. Extraversion dispersion was a better predictor of student satisfaction when individuals were more interested in teamwork. Additionally, extraversion dispersion may be a suppressor variable for teamwork interest. These results have implications for instructors facilitating group work and ensuring students have a positive group work experience.

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Section: Teamwork As An Active Learning Toolmentioning

confidence: 99%

Teamwork satisfaction: Exploring the multilevel interaction of teamwork interest and group extraversion

French

Kottke

2013

Active Learning in Higher Education

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“…These benefits include the ability to develop transferable and subjectspecific skills (Wisker, 1994) and the active involvement they provide in the student learning process (Matveev & Milter, 2010). Whilst some studies have suggested that students responded positively to group activities (Cadiz Dyball, Reid, Ross, & Schoch, 2007), others have suggested that students were less satisfied with their group work experiences (Shah, 2013).…”

Section: Active Learning Environmentsmentioning

confidence: 99%

“…Subsequently, students often received relatively low grades on their two assignments. Drawing from existing research (Fallows & Ahmet, Bell, R. (2016) org/10.1080/14703297.2014.956780 1999; Matveev & Milter, 2010;Piercy, 2013) the business school implemented a new, intensive course format, aiming to increase student participation, increase the relevancy of the teaching, and promote independent learning in a less formal and more collegiate environment. Importantly, students were encouraged to develop constructive and reflective practices by allowing time for reflection and feedback throughout the process, as discussed by Beveridge (1997).…”

Section: Methodsmentioning

confidence: 99%

The continuing search to find a more effective and less intimidating way to teach research methods in higher education

Bell

2014

Innovations in Education and Teaching International

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Existing literature examining the teaching of research methods highlights difficulties students face when developing research competencies. Studies of student-centered teaching approaches have found increased student performance and improved confidence in undertaking research projects. To develop a student-centered approach, it could be beneficial to teach students through active participation, with the development of their research agendas as the basis for progression. To develop this goal, the research methods module for graduate students at a UK business school was restructured into a two-week block utilizing a student-centered approach. The performance of the students was then compared to the performance of students who undertook the same course material presented in a traditional semester-long module and the results were then statistically analyzed. The results of this study provide new and interesting evidence of increased student achievement and understanding through the new format and provide new avenues for future research.

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“…In addition, Matveev and Milter's (2010) study of 114 students from two American universities provides empirical evidence in support of the view that trust is of importance to group work. Twenty-six percent of students surveyed cited issues including communicating with and learning to trust team members as challenging, while 61% identified trust as an important aspect of team effectiveness.…”

Section: Interpersonal Trust Relationships and Knowledge Sharing: A Rmentioning

confidence: 85%

Engaging students in group work to maximise tacit knowledge sharing and use

Analoui

Sambrook

Doloriert

2014

The International Journal of Management Education

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a b s t r a c tWe investigated how students' interpersonal trust relationships impact on their willingness to share knowledge during group work and whether there is one best method of group allocation to maximise knowledge sharing. Through focus groups with 32 undergraduate and postgraduate students, we found: i) participants had limited experience of sharing skills; ii) they were more frequently engaged in sharing their beliefs, values and ideas; iii) while interpersonal relationships impacted upon the degree to which knowledge sharing took place, the major contributing factor was participants' desired outcomes. Participants identified different advantages and disadvantages for the same allocation methods depending on their motivations for attending their courses. We conclude that the most equitable approach to group work is to allow students to choose the allocation method most appropriate to their needs. Findings can assist educators in making informed decisions about group work to increase student engagement, and support cognition-based trust to enhance knowledge sharing.

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An implementation of active learning: assessing the effectiveness of the team infomercial assignment

Cited by 22 publications

References 8 publications

Teamwork satisfaction: Exploring the multilevel interaction of teamwork interest and group extraversion

Teamwork satisfaction: Exploring the multilevel interaction of teamwork interest and group extraversion

The continuing search to find a more effective and less intimidating way to teach research methods in higher education

Engaging students in group work to maximise tacit knowledge sharing and use

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