Enhancing Social Work Education Through Team-Based Learning

Gillespie, Judy

doi:10.5175/jswe.2012.200900014

Cited by 11 publications

(8 citation statements)

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“…O Quadro 1 também apresenta uma breve descrição de cada estudo, demonstrando sua diversidade. FRENCH;KOTTKE, 2013;CHEN;HONG;CHEN, 2014;GILLESPIE, 2012). Alguns destes estudos ainda destacam dois dos aspectos citados acima, sugerindo serem estas as ênfases mais relevantes para um estudo sobre a colaboração no trabalho em equipes formadas por estudantes de Design.…”

Section: Resultsunclassified

“…O Processo de Avaliação de Prontidão (RAP) foi o instrumento de avaliação utilizado por Gillespie (2012) e Tsay e Brady (2010) nos estudos de caso conduzidos por eles. O RAP é composto por um questionário de múltipla escolha (tipicamente 10-20 questões) que atesta a compreensão de conceitos fundamentais dentro de um módulo de aprendizagem, sendo que os alunos realizam a leitura individual de textos introdutórios ao assunto antes da avaliação (GILLESPIE, 2012). Outro instrumento utilizado por vários estudos (KEMERY;STICKNEY, 2014;RHEE;PARENT;BASU, 2013;CARVER;STICKLEY, 2012;RIEBE et al, 2010) e defendido pela literatura de referência sobre o trabalho em equipe é a avaliação por pares, ou seja, quando os próprios alunos avaliam uns aos outros dentro de um grupo.…”

Section: Resultsunclassified

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Trabalho em equipe e colaboração: oportunidades de pesquisa com estudantes de Design

Silva¹,

Heemann²

2016

Anais Do GAMPI Plural 2015

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ResumoA habilidade de trabalhar em equipes é exigida do Designer para sua atuação profissional e é exercitada durante sua trajetória acadêmica. Neste contexto, este artigo descreve uma Revisão Bibliográfica Sistemática realizada com o intuito de identificar oportunidades de pesquisa sobre a colaboração em equipes formadas por estudantes de Design. Foram selecionados quinze artigos representativos de áreas do conhecimento distintas, que ofereceram oportunidades de pesquisa. Com base nos resultados, é possível sugerir que as ênfases das pesquisas sobre trabalho em equipe de estudantes se relacionam ao desempenho da equipe, à eficácia do trabalho, à avaliação dos resultados e a aprendizagem do aluno.Palavras Chave: trabalho em equipe; Design; ensino superior. Abstract The skills for teamwork is required of the Designer for their professional performance and is developed during their academic trajectory. In this context, this paper describes a Systematic Literature Review conducted in order to identify research opportunities for collaboration in teams of Design students. We selected fifteen article representing different knowledge areas and which offered research opportunities. Based on the results, we suggest that the emphasis of the research in student staff relate to the team's performance, the effectiveness of the work, evaluation of results and student learning.Keywords: teamwork; Design; higher education. IntroduçãoO Design tem se mostrado um campo do conhecimento cada vez mais dinâmico, exigindo de seus profissionais múltiplas capacidades técnicas e comportamentais. Dentre estas capacidades, destaca-se o trabalho em equipe como premissa para facilitar o desenvolvimento de inovações, haja vista a maior possibilidade de geração de ideias em 5º GAMPI Plural, 2015, UNIVILLE, Joinville, SC

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Section: Resultsunclassified

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Trabalho em equipe e colaboração: oportunidades de pesquisa com estudantes de Design

Silva¹,

Heemann²

2016

Anais Do GAMPI Plural 2015

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“…TBL has been used quite extensively in disciplines such as business (Michaelsen, Peterson, & Sweet, 2009), medicine (Haidet, O’Malley, & Richards, 2002; Koles, Stolfi, Borges, Nelson, & Parmelee, 2010; Michaelsen, Parmelee, McMahon, & Levine, 2008; Searle et al, 2003; Seidel & Richards, 2001), industrial organization psychology (Haberyan, 2007), science (Dinan, 2004; Herreid, 2004), and social work (Macke & Tapp, 2012; Gillespie, 2013). More recently, research with psychology students in Italy using a modified team-based learning (MTBL) pedagogy reflected that the MTBL pedagogy enhanced the academic performance of participants (Rania, Rebora, & Migliorini, 2015).…”

Section: Literature Reviewmentioning

confidence: 99%

Outcomes for Black Students in Team-Based Learning Courses

Macke

Canfield

Tapp

et al. 2018

Journal of Black Studies

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Racial inequity in postsecondary education is a significant social problem. Black students' academic success is often hindered by feelings of isolation, particularly at predominantly White institutions (PWIs). Educators should ensure that their teaching strategies promote a sense of belonging. Team-based learning (TBL) is a small-group pedagogy that is being used at an increasing rate. The extant literature has not yet examined the impact of TBL on Black students. The current study compared the academic outcomes of White and Black students enrolled in TBL courses. In this study of 148 social work students, academic outcomes were operationalized as grade point average (GPA), course grade, and peer evaluation score. Findings indicate that although Black students had comparable GPAs and course grades, they scored significantly lower on peer evaluations. Implications are discussed.

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“…In addition to the requirement of team skills for the workplace, much research has demonstrated that students can learn more when working in effective teams (Wilson et al, 2018). Critical thinking, engagement, cohesion, respect for diversity, mental health and interpersonal skills have all been shown to improve via team learning experiences (Chu et al, 2019;García et al, 2016;Gillespie, 2012;Gleadow et al, 2015;Mercer-Mapstone & Kuchel, 2015;Wilson et al, 2018). The highest learning gains can be obtained when groups contain diversity, students are held accountable, assignments are designed to encourage working together, and teams receive frequent feedback (Allan, 2016;Gillespie, 2012;Rasmussen et al, 2011).…”

Section: Introductionmentioning

confidence: 99%

CO-VID-EO: resilient hybrid learning strategies to explicitly teach team skills in undergraduate students.

Wang

Rasmussen

2020

Preprint

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The modern workplace requires teamwork bridging distances, time-zones and cultures using virtual collaboration platforms. As such teamwork is a key employability skill for our graduates, and yet we rarely explicitly teach team skills or how to navigate and collaborate in a virtual environment. Here we demonstrate that integrating in-person (synchronous) and online (synchronous and asynchronous) learning environments can prove an extremely resilient teaching method that allowed continuity during COVID-19 lockdown, while providing them with these essential skills. Students were given a semester long documentary video team assignment supported by regular compulsory team training sessions and using the Microsoft Teams online collaboration platform. At the end of semester, the 24 students in the class were sent a survey with questions relating to their perspectives of teamwork in general, the team training sessions and online platform and the impact of COVID-19. Of the 12 respondents only 4 reported negative attitudes to teamwork in general and learning and shared workload were the most reported benefits. Implementing explicit (and compulsory) team training sessions throughout semester were valued by the students for reasons ranging from the explicit intention of each task (team establishment and planning, negotiation, reflection of team behaviours, negotiating team member contributions) to the more general appreciation that regular compulsory sessions ensured the teams met frequently. It was particularly positive that every student reported that this team experience was better than their previous team experiences, and this in spite of the COVID-19 lockdown. Included with this manuscript are all the learning materials provided to the students and a few key lessons we learnt along the way.

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Enhancing Social Work Education Through Team-Based Learning

Cited by 11 publications

References 10 publications

Trabalho em equipe e colaboração: oportunidades de pesquisa com estudantes de Design

Trabalho em equipe e colaboração: oportunidades de pesquisa com estudantes de Design

Outcomes for Black Students in Team-Based Learning Courses

CO-VID-EO: resilient hybrid learning strategies to explicitly teach team skills in undergraduate students.

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