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    Using action research to teach students to manage team learning and improve teamwork satisfaction

    Access Status
    Fulltext not available
    Authors
    Scott-Ladd, Brenda
    Chan, C.
    Date
    2008
    Type
    Journal Article
    
    Metadata
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    Citation
    Scott-Ladd, B. and Chan, C. 2008. Using action research to teach students to manage team learning and improve teamwork satisfaction. Active Learning in Higher Education. 9 (3): pp. 231-248.
    Source Title
    Active Learning in Higher Education
    ISSN
    1469-7874
    URI
    http://hdl.handle.net/20.500.11937/31961
    Collection
    • Curtin Research Publications
    Abstract

    This article reports on a study investigating strategies that students can use to develop skills in managing team learning. Two groups of second-year management students participated in a semester long action research project over two semesters. The students were educated on team development, team processes and conflict management and how to review and enhance team development. Teachingstaff supported the approach and students were regularly encouraged to reflect on and learn about how their behaviour contributed to team effectiveness. This approach encouraged student participation andownership as well as early intervention if problems arose. Findings suggest that when students are taught to manage the processes of teamwork and take greater ownership of managing conflict and teamrelations they report less conflict and less social loafing and are more satisfied with their learning outcomes.

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