Team-skills training enhances collaborative learning

Prichard, Jane; Stratford, Robert; Bizo, Lewis A.

doi:10.1016/j.learninstruc.2006.03.005

Cited by 97 publications

(62 citation statements)

References 23 publications

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“…Ellis et al (2005) found generic teamwork skills training showed higher cognitive and skill based outcomes within small team tasks. Similarly, Prichard et al (2006) noted that generic teamwork training produced better performance than no teamwork training, and that groups that both trained and completed their task together performed higher than those who received generic teamwork training but were reassigned to new teams to complete the task. Thus, we can reasonably argue that a team may benefit from team skill training even in training contexts not directly related to their duties.…”

Section: Goal 4: Team Tutor Framework -Steps Of Authoring a Team Tutormentioning

confidence: 96%

Creating a Team Tutor Using GIFT

Gilbert

Slavina

Dorneich

et al. 2017

Int J Artif Intell Educ

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With the movement in education towards collaborative learning, it is becoming more important that learners be able to work together in groups and teams. Intelligent tutoring systems (ITSs) have been used successfully to teach individuals, but so far only a few ITSs have been used for the purpose of training teams. This is due to the difficulty of creating such systems. An ITS for teams must be able to assess complex interactions between team members (team skills) as well as the way they interact with the system itself (task skills). Assessing team skills can be difficult because they contain social components such as communication and coordination that are not readily quantifiable. This article addresses these difficulties by developing a framework to guide the authoring process for team tutors. The framework is demonstrated using a case study about a particular team tutor that was developed using a military surveillance scenario for teams of two. The Generalized Intelligent Framework for Tutoring (GIFT) software provided the team tutoring infrastructure for this task. A new software architecture required to support the team tutor is described. This theoretical framework and the lessons learned from its implementation offer conceptual scaffolding for future authors of ITSs.

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Section: Goal 4: Team Tutor Framework -Steps Of Authoring a Team Tutormentioning

confidence: 96%

Creating a Team Tutor Using GIFT

Gilbert

Slavina

Dorneich

et al. 2017

Int J Artif Intell Educ

View full text Add to dashboard Cite

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“…The goal of CL learning are environments where students work together to co-construct knowledge (Chi & Wylie, 2014, Scardamalia & Bereiter, 2006. This allows students to sharpen communication skills, develop team-work and social skills, and hone their conflict resolution capacities (Jarvenoja & Jarvela 2009;Prichard, Stratford, & Bizo 2006, Ravenscroft & Luhanga, 2014. Research has revealed many benefits in designing classes that include high levels of CL.…”

Section: Literature Review Collaborative Learningmentioning

confidence: 99%

Student Resistance to Collaborative Learning

Stover

Holland

2018

ij-sotl

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The advancing complexity of today's corporate environment requires that employees are able to collaborate in the workplace. This mixed methods research study follows a nursing faculty's efforts to incorporate collaborative learning (CL) into an introductory nursing class. The mixed-methods research study found that while students' final grades improved in the initial CL flipped classroom design (p < .0005), their levels of student resistance deepened which resulted in significantly lower levels of community of inquiry (p = .004), lower levels of satisfaction, and many negative open-ended comments (83%). Using Tolman and Kreming's (2017) integrated model of student resistance (IMSR) as a guideline, the instructor was successful in redesigning the CL class to overcome students' resistance as measured by significantly higher levels of community of inquiry (p < .0005), higher levels of satisfaction (p < .0005), and many less negative openended comments (54% vs 83%).

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“…Because of this, Kollar et al (2007) also used participants' actual behavior to assess internal scripts. Depending on the nature of collaborative discourse, group members may employ strategies that enhance the group product but are not necessarily the same as what they do individually (Prichard et al 2006;Weinberger and Fischer 2006). Second, learners may have solo argumentation competence that they might not be able to apply when arguing with others.…”

Section: Determining the Learner's Internal Argumentative Scriptmentioning

confidence: 99%

Promoting Argumentation Competence: Extending from First- to Second-Order Scaffolding Through Adaptive Fading

et al. 2017

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Argumentation is fundamental for many learning assignments, ranging from primary school to university and beyond. Computer-supported argument scaffolds can facilitate argumentative discourse along with concomitant interactive discussions among learners in a group (i.e., first-order argument scaffolding). However, there is no evidence, and hence no knowledge, of whether such argument scaffolds can help students acquire argumentation competence that can be transferred by the students themselves to various similar learning tasks (i.e., second-order argument scaffolding). Therefore, this conceptual article argues that the focus of argument scaffold design and research should be expanded: from the study of first-order scaffolding alone to including the study of second-order scaffolding as well. On the basis of the Script Theory of Guidance (SToG), this paper presents a guideline for second-order argument scaffolding using diagnosis of the student's internal argumentative script and offering adaptive external support and various fading mechanisms. It also explains how to complement adaptive fading support with peer assessment, automatic response tools, and adaptable self-assessment to ensure that learners actually understand, learn, and apply targeted argumentation activities in similar situations.

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Team-skills training enhances collaborative learning

Cited by 97 publications

References 23 publications

Creating a Team Tutor Using GIFT

Creating a Team Tutor Using GIFT

Student Resistance to Collaborative Learning

Promoting Argumentation Competence: Extending from First- to Second-Order Scaffolding Through Adaptive Fading

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