Team Learning Research Articles

Team roles and challenges in experiential learning in sustainability accounting education: A four-stage learning cycle

ABSTRACT This study aims to provide insights into the process of team-based experiential learning in a sustainability accounting course. A case study of a postgraduate course on material flow cost accounting at a German university was applied. Data were collected from learning journals and in-depth interviews. The findings provide insights into the process of team-based experiential learning. The process is indicated by four team roles of students: interpersonal, information, analytic, and action roles, which move around the four-stage learning cycle. Six challenges in students' experiential learning in teams were found at different stages: the characteristics of team dynamics, the selection of relevant information from the case, confusion and frustration, connecting information in a meaningful manner, time constraints, and the increasingly complex level of the tasks. The study contributes to the accounting education literature and experiential learning literature by extending knowledge about team roles and learning challenges around the learning cycle. Practical implications for educators are discussed to facilitate team-based experiential learning toward sustainability education. These include the adoption of educator role profiles to support students' learning, the creation of a safe learning space for students, and the design of experiential learning activities on the foundation of four-stage learning processes.

Bringing embodied approaches to on-campus research methods teaching for large STEM cohorts: design, challenges, learning

In the post-pandemic world, Learning Development researchers have posited a ‘new hybrid era of teaching’, in which lessons from lockdown in best practice for online and remote teaching play a key role in increasing the inclusivity of higher education (Kantcheva and Bickle, 2023). At the same time, as many students have returned to campus, research has begun to interrogate the role that campus spaces and in-person interaction play in teaching and learning in this new era (Hrach, 2021; Cox et al., 2022). Whether through explicit pedagogical design or implicitly, courses with practical elements, particularly in many scientific disciplines, tend to favour principles of embodied learning through ‘learning-by-doing’. Courses incorporate hands-on interaction with laboratory equipment and social constructivist approaches through student co-creation (Deshmukh, 2021), the centrality of which to students’ professional training was made even more apparent during the move to remote learning. However, these same principles have not underscored the pedagogical approach to research methods education on the undergraduate Engineering degree programmes at the University of Manchester, which has typically been taught more didactically in recent years. This lecture-format approach has been used partially due to challenges of practicality, with the course unit being delivered to a large cohort that can reach 500 students in a typical year. With these principles in mind, this academic year, the Library Teaching, Learning and Students team has collaborated with academic leads across Engineering disciplines to deliver embedded research methods workshops that incorporate elements of an embodied, social constructivist approach, playing to the unique strengths of in-person group learning. This presentation charted the process of Learning Developers and academic staff co-designing these workshops, highlighting challenges encountered, and outlining learning from the process to take forward into future collaborations with disciplines with large cohorts.

Play as practice? Comparative analysis of preparation period and match adjustments in a basketball team's performance.

In basketball, successful performance relies on the optimal use of top-down strategic guidance by coaches and bottom-up adjustments by players, requiring a preparation plan consistent with match demands. The aim of this study was to analyze the strategic-tactical tendencies between a basketball team's preparation and match performance phases for a U16 men's national team during a continental tournament. The team was composed by 12 players (aged 16 ± 0.4) with at least three years of participation in basketball competitions. Data from team strategy (the playbook), team practices, and match performance were integrated through a common set of variables in a decision support framework, the Team Learning Cycle (TLC). The influence of situational variables with respect to preparation and match performance consistency and efficiency was also investigated. The preparation phase significantly emphasized small-sided games focused on group-tactics-based attacks, combining offense and defense, usually in the set offense. During the matches, the set offense was also significantly prioritized. The frequency of group-tactics-based attacks increased relative to team plays from the group phase to the elimination phase (p < 0.05). Efficiency generally improved during close matches, suggesting successful team strategy learning and tactical autonomy from preparation to matches. Using consistency and efficiency together provided for an effective evaluation of a team's preparation-performance relationship. This evidence underscores the importance of sensitive monitoring methods for establishing accurate associations between preparation and performance. Coaches can use this systematic procedure to critically examine their use of preparation time relative to match performance. Additionally, basketball managers may find that TLC-related evidence supports evaluating coaches' multi-dimensional skills from a broader perspective than simply winning rates, offering a more objective and comprehensive assessment of coaching effectiveness.

Facilitating Family Carer Dementia Education: We All Need to Learn.

The importance of family carer dementia education is highlighted in research, practice guidance, and policy. Less attention is paid to how facilitators learn and prepare for their role. This research aimed to explore and describe facilitator learning experiences within a bespoke Scottish Carers' Academy designed around a theory-guided approach called Care Empathia. A healthcare and university partnership ensured integration with services and the fusion of dementia higher education know-how with clinical practice expertise. Nineteen facilitator questionnaires were completed from two Carer Academy hubs; thirteen participated in online focus groups. The questionnaire findings highlighted the learning gained from being a facilitator, observing expert facilitators in action, and listening to the testimonies of family carers. The framework analysis of the focus group data identified six themes, including safe learning approaches, the art of facilitation, emotional work, team learning, and leadership. These findings highlight the importance of facilitator preparation and the advantages of co-delivery models that combine clinical and practice education expertise. Facilitators need to understand how to walk the talk of theory-guided educational models, be open to reciprocity in learning, and be prepared for the emotional work of delivering trauma-informed practical dementia care education to family carers.

التوجه الريادي و أثره في بناء المنظمات المتعلمة

The study aimed to explore the impact of the entrepreneurial orientation (innovative, risk-taking, proactive, competitive aggressiveness) on building learning organizations with their dimensions (personal mastery, mental models, shared vision, team learning, and systemic thinking) in Yemeni universities represented by Aden University and the University of Technology and Science. The study relied on the descriptive analytical approach, and data was collected through a questionnaire distributed to a sample of faculty members at Sana'a University and the University of Technology and Science, totaling 320 individuals. Data were analyzed using the SPSS statistical software. The findings revealed that the entrepreneurial orientation in Yemeni universities significantly influences the establishment of learning organizations. The study indicated the need for Yemeni universities to enhance entrepreneurial orientations by adopting innovative and proactive approaches to achieve competitive advantages in light of dynamic environmental changes. The results showed the importance of building learning organizations to improve the performance of Yemeni universities and enhance their role in achieving sustainable development by providing qualified graduates capable of integrating into the labor market and contributing to knowledge and innovation. The study recommends that Yemeni universities continue developing entrepreneurial orientations (innovative, risk-taking, and proactive) and enhance them to build learning organizations, which are essential for improving university performance and achieving excellence in education.

A stimulus-based model of the team adaptation process: An integrated conceptual review.

As organizations face constant pressures to respond to changing situations and emergent demands, team members are frequently called upon to change their processes and routines and adapt to new ways of working together. In examining adaptation, most researchers have taken a behavior-driven approach where they collapse across the many types of adaptive demands teams face and rely on traditional input-process-outcome frameworks (e.g., Hackman, 1987; McGrath, 1984) to isolate specific behavioral responses. However, this perspective has resulted in several critical limitations. There are key differences in the way teams must collectively respond to different types of adaptive stimuli to be successful, and current research cannot account for or differentiate adaptive demands by stimulus type and needed responses. In this integrated conceptual review, we address these limitations and develop a novel, stimulus-based phase model of team adaptation. We examine studies across our newly developed stimulus detection, urgency identification, and duration assessment phases, and through the team's adaptive response, adaptive performance, and learning from the experience. We integrate research within each phase of the adaptive process, highlighting factors that demonstrate what successful team adaptation "looks like," and describe future avenues of research to address key issues within each phase. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Altruistic leadership and its role in reducing knowledge hiding: the mediating effects of team learning and knowledge culture

Leadership can play an important role in knowledge hiding. This study investigated the unexplored impact of altruistic leadership (AL) on knowledge hiding by assessing the mediating role of team learning (TL) and knowledge culture (KC) in this relationship. Structural equation modeling was used to test 14 hypotheses based on primary data from 368 surveyed Slovakian companies representing diverse enterprises. Data were gathered from various companies spanning a range of industries, including manufacturing, education, wholesale and retail, construction, and information technology. Of these, 164 were from micro-enterprises, 114 were from small enterprises, 67 were from medium-sized enterprises, and 23 were from large enterprises. This article reveals how AL can mitigate the negative effects of knowledge hiding by supporting TL and cultivating a KC. These findings indicate that leaders who exhibit altruistic behavior positively influence TL, enhancing KC and reducing instances of knowledge hiding. The primary data tested in our model confirm that selfless leadership reduces knowledge hiding by encouraging TL and KC. This suggests that, when selecting team leaders, their level of altruism should be considered. The roles of TL and KC in promoting knowledge sharing within organizations and emphasizing the importance of team effectiveness and mutual communication are crucial. This study contributes to the existing literature by examining the direct impact of AL on knowledge-hiding behavior, demonstrating how AL promotes TL and a knowledge-sharing culture, thereby eliminating knowledge hiding, including the practical implications. Future qualitative studies and research extending to other locations could help deepen our understanding of these relationships and incorporate additional concepts and factors.

Cultivating Team Learning: Interplay of Ambidextrous Leadership and Psychological Safety

This study aimed to explore the mediating role of psychological safety between ambidextrous leadership and team learning. The data were collected from 339 employees working in the service sector using a self-administered questionnaire. The scales in the questionnaire were adopted from well-known and valid sources. The data were analyzed to test the proposed hypothesis using the PROCESS Macro by Andrew Hayes in SPSS 26 and AMOS 24 for confirmatory factor analysis. The study found that there was a significant effect of ambidextrous leadership on team learning and psychological safety significantly mediated the said relationship. The study added to the literature on the theory of planned behavior by adding the novel variables of team learning and ambidextrous leadership in the context of the service sector organizations. Other studies can be initiated to explore the effects of other psychological variables like emotional intelligence and positive psychological capital to further the relevant literature. The study can be further extended to other workplaces including manufacturing and primary sector organizations.

Learning curve in robotic liver surgery: easily achievable, evolving from laparoscopic background and team-based

PurposeLimited and heterogeneous literature data necessitate a focused examination of the learning curve in robotic liver resections. This study aims to assess the learning curve of two surgeons from the same team with differing laparoscopic backgrounds. MethodSince February 2021, San Raffaele Hospital in Milan has implemented a robotic liver surgery program, performing 250 resections by three trained console surgeons. Using cumulative sum (CUSUM) analysis, the learning curve was evaluated for a Pioneer Surgeon (PS) with around 1200 laparoscopic cases and a New Generation Surgeon (NGS) with approximately 100 laparoscopic cases. Cases were stratified by complexity (38 low, 74 intermediate, 85 high). ResultsBoth PS and NGS demonstrated a learning curve for operative time after 15 low-complexity and 10 intermediate-complexity cases, with high-complexity learning curves apparent after 10 cases for PS and 18 cases for NGS. Conversion rates remained unaffected, and neither surgeon experienced increased blood loss or postoperative complications. A “team learning curve” effect in terms of operative time emerged after 12 cases, suggesting the importance of a cohesive surgical team. DiscussionThe robotic platform facilitated a relatively brief learning curve for low and intermediate complexity cases, irrespective of laparoscopic background, underscoring the benefits of team collaboration.

ПРИМЕНЕНИЕ ТЕХНОЛОГИИ КОМАНДНОГО МЕТОДА ОБУЧЕНИЯ В ПРЕПОДАВАНИИ ФИЗИКИ В ШКОЛЕ

The article examines the technology of team learning used in teaching physics at school, as well as its application in pedagogical practice. It was noted that the growth of information flow and the development of technologies in modern society make it possible to integrate new teaching methods into the field of education. Attention was also drawn to the fact that the technology of team learning is based on a methodology that assumes that students search for information on their own. The article presents the technology of the team learning method and its stages, forms of student assessment and examples of the application of the group learning method in physics lessons, including working in groups on projects, conducting virtual laboratory work. Topics were discussed and samples of projects for 9th grade students in physics were presented. The advantages of the methodology were considered, such as increasing student independence, increasing interest in the subject and the difficulties faced by teachers associated with the introduction of team learning technology into the educational process.

Strategies of the Manado State Christian Institute in Implementing Christian Cyber University-Distance Leaning

Distance learning at state Christian higher education institutions is something new. Therefore, this research aims to determine the appropriate strategy for implementing distance learning at Manado State Christian Institute. This research method uses a mixed method design, mixed method research that combines qualitative and quantitative data collection and analysis methods in one study and is carried out from April to June 2023. The method used by the respondents was the purposive sampling method. Respondents were selected from internal and external stakeholders, consisting of information technology and database unit staff, lecturers and students, and experts in the field of implementing distance learning. The instruments are the researchers themselves, interview guidelines, and questionnaires. Data analysis in the study uses SWOT and QSPM analysis methods. The results showed that based on the results of the IE analysis, the Manado State Christian Institute's position is in Quadrant II Growth Strategy (concentration through horizontal integration) with coordinate values (2.84, 3.39), which means that Manado State Christian Institute can improve its performance with internal and external resources. While the results of the QSPM analysis show that the three priority strategies for implementing distance learning are 1) Conducting benchmarking studies for the distance learning team with accredited excellence universities that offer distance education, 2) Strengthening the authority and responsibilities of distance education managers, and 3) Enhancing digital/cyber-based governance. This strategy is a priority strategy that will be implemented.

Coupled Modelling of Brine Availability in Salt-Based Disposal Facilities - Learning from DECOVALEX 2023

Salt is a potential host rock or caprock for deep geological disposal facilities for radioactive waste and has several favourable properties compared to other candidate rock types. In particular, intact salt has an extremely small porosity and permeability, which limits water availability and transmissivity. This has tended to lead to disposal concepts in salt being considered as ‘mostly dry’ and hence ideally suited to limiting groundwater interactions that could otherwise lead to corrosion of waste packages and mobilisation of radionuclides over isolation timescales (10 5 -10 6 years). However, there is plentiful experimental evidence to suggest that excavations in bedded salt can exhibit non-trivial inflows. These inflows often increase on heating and are thought to arise due to complicated interactions between thermal, hydrogeological and mechanical processes in the salt. Task E in the international collaborative DECOVALEX 2023 programme was established to attempt to better understand how these coupled processes affect brine availability in bedded salt. A summary of the UK team's learning from the task is given in this paper that may be of relevance when constructing models to inform future safety cases for radioactive waste disposal in salt, and other energy geoscience applications where brine interactions are a potentially complicating factor.

How Entrepreneurial Teams' Heterogeneity and Learning Experiences Affect Business Performance through Self-Efficacy

How Entrepreneurial Teams' Heterogeneity and Learning Experiences Affect Business Performance through Self-Efficacy

PULSE Ambassadors program: empowering departments to transform STEM education for inclusion and student success.

The Partnership for Undergraduate Life Sciences Education (PULSE) is a non-profit educational organization committed to promoting the transformation of undergraduate STEM education by supporting departments in removing barriers to access, equity, and inclusion and in adopting evidence-based teaching and learning practices. The PULSE Ambassadors Campus Workshop program enables faculty and staff members of host departments to 1) develop communication, shared leadership, and inclusion skills for effective team learning; 2) implement facilitative leadership skills (e.g., empathic listening and collaboration); 3) create a shared vision and departmental action plan; and 4) integrate diversity, equity, and inclusion practices in the department and curriculum. From the first workshop in 2014, teams of trained Ambassadors conducted workshops at 58 institutions, including associate, bachelor, master, and doctoral institutions. In their workshop requests, departments cited several motivations: desire to revise and align their curriculum with Vision and Change recommendations, need for assistance with ongoing curricular reform, and wish for external assistance with planning processes and communication. Formative assessments during and immediately following workshops indicated that key outcomes were met. Post-workshop interviews of four departments confirm progress achieved on action items and development of individual department members as agents of change. The PULSE Ambassadors program continues to engage departments to improve undergraduate STEM education and prepare departments for the challenges and uncertainties of the changing higher education landscape.

Pandemic impacts on rural general practice: Trainees and supervision team working and learning together.

To explore the impact of COVID-19 pandemic disruptions on general practice trainees interdependent learning, from the perspectives of trainees and the whole of the practice team. Four rural general practices in Queensland that continued to supervise registrars, junior doctors and medical students through the pandemic. Twenty-three members of the general practice teams, including general practitioners, practice managers, receptionists, practice nurses, registrars, junior doctors and medical students. Audio-recorded semi-structured interviews were conducted with all participants following an initial survey. Thematic analysis and the theory of interdependent learning were used to understand how supervision and training was both disrupted and sustained during the pandemic period. Reporting is informed by the Consolidated Criteria for Reporting Qualitative Research (COREQ) guidelines. Learning affordances were transformed by the rapid implementation of physical distancing and other infection control measures. Telehealth consultations and remote working impacted on the interdependent relationship between the work environment, supervision team and trainees. Practice staff identified new ways of working that arose through this period, including changes to practice team roles and the supervisory dynamic that enabled patient care and trainee learning to continue. Social connectedness was important to the trainees and the implications for future training need to be further evaluated.

Multi-task oriented team formation in online collaborative learning

Rational and personalized team formation can greatly enhance the efficiency of online collaborative learning. However, in the process of forming learning teams and completing learning tasks, online synchronous communication among team members is often overlooked, and the abilities of team members may change during task execution, which may have an effect on the completion of team tasks. To address these problems, this paper comprehensively considers the impact of learners’ online time and skill levels on team formation. We quantify the potential development space of learners’ skills and design optimization objectives accordingly based on the Zone of Proximal Development theory. Additionally, we propose a Near-Informer deep learning model to predict learners’ future online states, aiming to measure communication efficiency. Then, we propose a multi-task oriented multi-objective optimization team formation problem, and transform it into a single-objective one by using weighted aggregation of all objectives. After that, we present a Three-dimensional Monte Carlo Tree Search algorithm (TDMCTS). The experiments are conducted based on two real datasets. Compared with the baselines, our Near-informer model achieved the highest number of optimal predictions, with 22 out of 32. Besides, TDMCTS algorithm achieved more comprehensive team formation results, with average skill satisfaction degrees of 99.8% and 98.9% on two task sets, respectively, while satisfying the task requirements.

Collaboration, Connection, &amp; Culture: Understanding the Impact of Institutional Culture on Online Teaching in Higher Education

Teaching and learning online is an increasingly important aspect of higher education, especially post-Covid-19. Previous studies have shown a relationship between Technological Pedagogical Content Knowledge (TPACK) and teaching efficacy and teaching efficacy and student success. However, the contextual factors impacting TPACK have not been adequately explored. The purpose of this quantitative study was to determine if the contextual factor of institutional culture impacts TPACK among online higher education faculty at institutions in the Southeastern United States as well as to what extent specific dimensions of institutional culture affect TPACK levels. Data were collected using an anonymous online survey that was shared with potential participants through email and social media. Data were analyzed through SPSS software using a multiple linear regression model to determine significance between the independent variables, the seven dimensions of institutional culture, and the dependent variable, TPACK. Results indicated that significance was found between two individual elements of institutional culture, 1) collaboration and team learning and 2) connection between the organization and its environment, and TPACK. These findings indicate that higher education administrators should focus efforts on creating opportunities for faculty to engage in professional development and move beyond siloed work to collaborative projects. Administrators should also ensure that the institution is connected to the local, regional, and global community through aligned institutional goals with the needs of the community and establishing opportunities for faculty to connect globally. Future research should focus on exploring the relationship between specific aspects of institutional culture that may impact quality online teaching.

Use Application Quiz in Model Tgt Learning (Team Games Tournament) to Improve Elementary School Multiplication Counting Skills

This research aims to describe the use of the quizizz application in the TGT (Team Games Tournament) learning model to improve elementary school multiplication numeracy skills in class III of SDN Sindangsari, Sukabumi Regency with a total of 28 students. The research method used was classroom action research (PTK) Kemmis and Mc Taggart model research design which was carried out in two cycles. Each cycle consists of planning, implementation, action and observation, and reflection. Data collection techniques use tests in theform of pretests and posttests, and non-tests in the form of observations, interviews, field notes and documentation. The data analysis technique used is descriptive qualitative. From the pre-cycle learning completion cycle, only 29% or 8 students completed because they still used a formal learning model consisting of lectures, exercises and questions and answers. After implementing the Quizizz application in the TGT learning model in cycle I, it has been proven that there has been an improvement, although it is not yet visible significantly, completion was only 64% or 18 students who completed. Then, from the evaluation results of the previous cycle, the research continued with cycle II by adding improvements, the completion of learning results in increasing multiplication ability increased by 89% or 25 students. Therefore, the research was stopped classically because it had reached or exceeded the 85% achievement indicator. By combining the TGT Model with the use of the Quizzizz application in mathematics learning, teachers can create a learning environment that is stimulative, collaborative and interesting for students. This can help improve students' math skills through a team-based learning approach and utilizing digital technology as an effective learning tool.

Examining the Effects of Peer-Led Team Learning as a Support for Community College Transfer Students’ STEM Achievement

Peer-led Team Learning (PLTL) is a model of instruction and learning that has been used to address low success rates in various science, technology, engineering, and mathematics (STEM) courses and other fields in higher education. (1) While research conveying the efficacy of this model of instruction remains mixed, this project sought to add to the body of knowledge communicating the benefits of PLTL for STEM achievement. This study examined the experiences of STEM community college transfer students’ engagement in PLTL within their major course of study when a suite of supports was provided. (2) Specifically, study participants were enrolled in degree programs at a four-year rural, regional university in the engineering, computer science, and mathematics (ECSM) fields and were provided social, financial, and academic assistance. Qualitative analysis of the data revealed that with a PLTL component, community college transfer students were more likely to participate, engage, and perform better in coursework given the additional supports. (3) Study participants indicated the community of learners created through PLTL was a primary motivator for continued engagement and progress towards ECSM degree attainment. (4) Implications for practice extend to engagement and retention efforts of STEM students from the community college population

Safety first! Psychological safety as a driver of learning in functionally diverse, self-assembled teams

Purpose This study aims to explore psychological safety as a potential moderating mechanism for the relation between functional diversity and individual perceptions of learning, and functional diversity and team performance in self-assembled teams. Design/methodology/approach To test these relationships, the authors conducted a cross-level, time-lagged, quasi-experiment, using a sample of 143 self-assembled teams. In one condition, participants formed into functionally diverse teams, and in another condition, participants formed functionally homogeneous teams. Findings Results suggest that functional diversity and psychological safety have an interactive effect on both individual learning and self-assembled team performance, albeit in different directions. Specifically, low psychological safety was more deleterious for individuals on functionally diverse teams than functionally homogeneous teams when it came to perceptions of learning, but the opposite was true when it came to team performance. Originality/value The results of this study indicate that it is critical to train team members on developing psychological safety, both in traditional and functionally diverse contexts.