The educational impact of team-skills training
Preparing students to work in groups
Bibliographic Data
| ID | 5263106 |
|---|---|
| Authors | Jane Prichard (0000-0001-7455-2244, University of Southampton, corresponding author), Jane S Prichard, Lewis A Bizo (0000-0001-6030-6149, University of Southampton), Robert J Stratford, Robert Stratford (0000-0002-5382-0980, University of Southampton) |
| Year | 2006 |
| Volume | 76 |
| Issue | 1 |
| Pages | 119-140 |
| Publication date | 2006-03-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | British Journal of Educational Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0007-0998 • E-ISSN: 2044-8279 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1348/000709904x24564 |
| PMID | 16573982 |
| OpenAlex | W2149491709 |
| Language | EN |
| Citations received | 8 |
| References cited | 31 |
Background. Despite a vast literature on collaborative learning (CL), there is little research on preparing students to work collaboratively.Aims. This two-phase evaluation investigated whether team-skills training could enhance the performance of collaborative groups through the introduction of a team development programme to a group-based undergraduate key-skills unit.Sample. Phase 1 compared two consecutive cohorts of second-year students, Cohort 1 (N = 94) who received no preparation, and Cohort 2 (N = 113) who received team-skills training. Phase 2 added Cohort 3 (N = 88), who also received team-skills training, to extend the analysis.Method. In Phase 1, students in both Cohorts 1 and 2 worked on a series of curriculum based key-skill tasks across two semesters. Students worked in one group in Semester 1 and were then formed into new groups for Semester 2. Effects of the training were measured by student group marks and key-skill ratings.Results. Marks and key-skill ratings were significantly higher for the trained cohort in Semester 1 (p <.01). However, in Semester 2 performance reduced for the trained cohort in comparison to Semester 1. To explore this further, Phase 2 of the study evaluated Cohort 3, where after training, collaborative groups remained intact throughout the academic year. Results for Cohort 3 showed no attenuation of performance effects in Semester 2.Conclusions. Phase 1 results support the use of team-skills training to enhance CL group performance. The findings for Phase 2 suggest that these benefits may be lost if training groups are disrupted
Cohort · Curriculum · Medical education · Pedagogy · Innovative Teaching and Learning Methods · Medicine · Problem and Project Based Learning · Psychology · Team Dynamics and Performance
The Effects of Individual-Level and Group-Level Trust on Willingness to Communicate in the Group Language Learning
Building bridges
The mutability of pedagogical practice and space use
Team-skills training and real-time facilitation as a means for developing student teachers’ learning of collaboration
Development and validation of the groupwork skills questionnaire (GSQ) for higher education
How to increase the benefits of cooperation
Effect of task-based group experience on collaborative learning
Innovating an integrated approach to collaborative eLearning practices in higher education
Adventure Education and Outward Bound
Critical distinctions among three approaches to peer education
Learning Together and Alone
The role of team development in organizational effectiveness
The role of team development in organizational effectiveness
Pupil Groupings in Primary School Classrooms
The Effects of a Normative Intervention on Group Decision-Making Performance
Work teams
The maintenance of cooperative and helping behaviours in cooperative groups
Effects of cooperative, competitive, and individualistic goal structures on achievement
The relation between group cohesiveness and performance
Developmental sequence in small groups
| Unique citing works | 8 |
|---|---|
| Citations per year | 0,73 |
| Citation span | 2015 - 2023 (9) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 8 |