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JOURNAL OF HIGHER EDUCATION THEORY AND PRACTICE
Student and Faculty Perception of Team Design Elements in the Classroom
Author(s): Christine M. Opatrny-Yazell, Keira N. Solon, Matthew A. Houseworth
Citation: Christine M. Opatrny-Yazell, Keira N. Solon, Matthew A. Houseworth, (2020) "Student and Faculty Perception of Team Design Elements in the Classroom," Journal of Higher Education Theory and Practice, Vol. 20, ss. 2, pp. 25-42
Article Type: Research paper
Publisher: North American Business Press
Abstract:
Studies which compare perceptions of students and faculty on team-based design elements are lacking in the literature. Understanding perception helps identify areas where agreement exists and explanation is needed. Q Methodology was used to compare student perceptions from Opatrny-Yazell and Houseworth (2018) to faculty perceptions on 29 team-based design elements. Participants indicated whether or not they were perceived as important to good team experiences in the classroom. This research identifies students and faculty viewpoints. Tenets of collaborative learning, along with three, evidence-based instructional practices, team-based learning (TBL); problem-based learning (PBL); and cooperative learning, emerged as important within the resultant viewpoints.
