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• W57326635 abstract "Abstract There is strong evidence to suggest that student-to-student interaction, both formal and spontaneous, can enrich learning outcomes. It has also been established that employers value students who have problem solving skills and who can work effectively with others. The purpose of this project was to provide some insight into group projects and to improve the quality of student learning in student problem solving projects. Specifically, this project addressed two research questions concerned with group problem-based learning; first, understanding the barriers to deep student learning and, second, how deep student learning can be improved with this technique. This research project involved two fundamental, non-mutually exclusive research approaches, namely, phenomenography and action research. Brainstorming and focus group techniques were used to collect data and the findings indicate that, in order for group synergy to be achieved, initial group establishment and accepted group disciplines must be carefully undertaken. Key words: Team work, Problem-Based Learning, Phenomenography, Action Research, Focus Groups, Student Learning, Deep Learning Introduction There is strong evidence to suggest that student-to-student interaction both formal and spontaneous can enrich learning outcomes (Biggs 2001). It has also been established that employers value students who have problem solving skills and who can work effectively with others (Entwistle 1997). The group student project that is concerned with problem solving and functioning knowledge is a rich learning context where 'teachers teach less but learners learn more' (Biggs 2001:95). Whilst group projects espouse many of the virtues of psychological learning theory (Hartley 1998), evidence suggests that group work projects are fraught with problems and may be counter-productive with regard to learning outcomes for some students (Laurillard 1993, Kates 2002). In Business programs in Australian Universities, for pedagogical and practical reasons, student group problem solving projects are increasing in popularity. Indeed, in marketing education in particular, it has been suggested that group-work is well suited as a 'testing ground' for the development of deeper understanding of marketing theory and concepts (Graeff 1997, Murphy 1998). Whilst some students may prefer project work to lectures and tutorials, others find group work less than satisfying and seek ways to minimise such intimate learning experiences; indeed some students decide to choose courses that exclude this form of activity and assessment. Given the supposed educational value of group problem solving activities, there is much that we do not know about the dynamics of these processes and in particular students' experiences, 'lifeworlds' and conceptualisations (Ashworth and Lucas 2000). The purpose of this project is to provide some insight into group projects and to improve the quality of student learning in student problem solving projects. Rational How students learn in groups has important implications for many stakeholders, such as the students themselves, universities, the government, academics and employers. Students are often asked to work in groups for pedagogical and resource reasons, thus an understanding for students of how to approach this task effectively is desired to achieve sound learning and good grades. In particular, the growing population of returning adults find the interactive learning experiences most valuable in their academic foray (Colbeck, Campbell and Bjorklund 2000). Whilst students may claim to dislike group-work, they do recognise that how well they work together in this way ultimately determines the quality of the project in a given course (Sergi 2002, p. 105). Universities and the government are interested in exploring ways in which learning outcomes can be achieved with greater efficiency and effectiveness. …" @default.
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• W57326635 date "2007-01-01" @default.
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• W57326635 title "Achieving Deep Learning with Student Teamwork: An Exploratory Investigation" @default.
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