Team-based Classroom Pedagogy Reframed: The Student Perspective

• Published in: American journal of business education Vol. 3; no. 7; pp. 17 - 24
• Main Authors: Schultz, Jennifer L., Wilson, Joel R., Hess, Kenneth C.
• Format: Journal Article
• Language: English
• Published: Littleton The Clute Institute 01.07.2010; Clute Institute
• Subjects: Academic Achievement; Business Administration Education; Business Education; Classrooms; Collaboration; College Faculty; College Students; Consent; Cooperative Learning; Critical Thinking; Curricula; Education; Group Instruction; Higher Education; Individualized Instruction; Informed Consent; Learning; Learning Experience; Negative Attitudes; Opinions; Participation; Pedagogy; Perceptions; Positive Attitudes; Qualitative Research; School environment; Self sufficiency; Student Attitudes; Student Participation; Student Projects; Students; Studies; Teaching Methods; Teams; Teamwork; Thinking Skills; United States (Midwest); Workloads
• ISSN: 1942-2504; 1942-2512
• DOI: 10.19030/ajbe.v3i7.455

Postsecondary learning environments often utilize team-based pedagogical practices to challenge and support student learning outcomes. This manuscript presents the findings of a qualitative research study that analyzed the viewpoints and perceptions of group or team-based projects among undergraduate business students. Results identified five pro-team thematic perspectives of team learners’ views including better deliverables, increased ideas, improved learning experiences, reduced workload, and collective security. Responses from students who preferred to work autonomously resulted in three themes centered on self-sufficiency, social loafing, and schedule challenges. Two situational student responses were identified regarding how and why faculty should utilize group and team projects in consideration of individual efficiency and assignment objectives and outcomes conflicts. This study concludes with research-based recommendations for teaching, learning, and further research.