Team Learning Research Articles

Cognitive and physiological evaluation of virtual reality training in nursing

Virtual reality (VR) has increasingly been used in several disciplines, including nursing, a profession in high demand that is now facing a shortage. This study investigated the effectiveness and efficacy of VR hybrid training over traditional training (TR) methods. Sixteen college students were recruited and randomly assigned to get 100% TR or 50% TR and 50% VR (VR50). Participants attended a three-day program with a registered nurse, consisting of lectures and practical lab sessions. Participants’ performance, training time, cognitive development, physical development, mental workload, user experience, Students’ Satisfaction and Self-Confidence, and team learning were evaluated. The results showed that the VR50 performed as well as, and sometimes even better than the TR group (p-value = 0.043). VR50 group significantly had higher cognitive development and found VR easy to use and attractive (p-value < 0.05). VR-integrated training makes nurses’ training more affordable and accessible while providing instant and relevant feedback. Practitioner Summary: This study assessed employment-integrated virtual training in nursing, particularly peri-care, by comparing the performance, cognitive, physical, and mental workload of traditional and integrated VR training groups. The findings of this study provide significant support for incorporating VR training into educational settings.

Psychological safety in interdisciplinary virtual student project teams: A validation study

Psychological safety is an important variable for understanding teams, as it is positively associated with team performance, team learning, and creativity. A large body of research has been conducted on psychological safety in teams that work face-to-face. The aim of this study was to investigate the construct validity of Edmondson's Team Psychological Safety Scale in the context of virtual student teams working on a joint project. The sample used in this study consisted of 344 students who took part in an interdisciplinary project-based master's course at a Norwegian university. The data were analyzed with single-level confirmatory factor analysis (CFA) and multilevel CFA (MCFA). Reliability was investigated with intra-class correlation coefficients, in addition to Cronbach's alpha and McDonald's omega. Overall, the reliability estimates and goodness-of-fit estimates from the CFAs demonstrated an adequately good level of fit for the one-factor structure of psychological safety in the context of virtual student project teams. The Team Psychological Safety Scale was shown to have acceptable levels of construct validity for the virtual student project teams.

Developing Critical Thinking Skills in Vocational High School Students through the Application of Physics Project Team Learning Model Integrated with Vocational-Based Worksheets

Purpose: This study aimed to investigate the effectiveness of enhancing the critical thinking skills of students by implementing the Physics Project Team Learning Model integrated with Vocational-Based Worksheets. Methods: The research uses a quantitative approach. A quasi-experimental design with pretest-posttest measures was adopted. The study was conducted at a vocational school in Labuhanbatu Regency, North Sumatra Province, and included sample size of 20 students assessed using a Critical Thinking Skill Test, comprising reasoned multiple-choice questions. Results and Conclusion: The results showed that the Physics Project Team Learning model integrated with the Vocational-Based Worksheet motivated students to meet their needs and facilitated learning. Statistical tests indicated that the model had a positive effect on improving the critical thinking skills of vocational high school students, as evidenced by a normalized gain (n-gain) of 0.31, falling into the moderate category. The effectiveness was also demonstrated by an effect size of 0.83, falling into the high category. Research implications: Implementation of the Physics Project Team Learning Model has proven to be effective in improving critical thinking skills. Therefore, the Physics Project Team Learning Model integrated with the Vocational-Based Worksheets could be considered an alternative to address student issues and enhance critical thinking skills. Originality/value: Implementation of the Physics Project Team Learning model integrated with vocational-based worksheets is a new learning approach in Vocational High Schools. The learning approach that is often used is project-based learning.

Teaching Medical Ethics and Law Using The Quiz-Based Team Learning (QTL) Approach

Teaching Medical Ethics and Law Using The Quiz-Based Team Learning (QTL) Approach

Enhancing Educational Ecosystems: Implementing Peter Senge's Learning Organization Model in Islamic Boarding Schools

The inability of pesantren in the 21st-century era of knowledge and technology to maintain its classical madrasah system raises significant questions. Therefore, understanding how Madrasah Hidayatul Mubtadiin (MHM) in Lirboyo, Kediri City, as one of the Salafiyah Islamic Boarding Schools, adapts to its environment through the implementation of Peter Senge's five learning organization (LO) disciplines is crucial. This research adopts a qualitative approach, employing a case study methodology. Data were gathered through observations, interviews, and documentation. The findings indicate that the implementation of LO at MHM Lirboyo Madrasah aligns well with the five disciplines of a learning organization. These include: 1) Personal mastery among teachers is demonstrated through self-reflection, exemplary behavior, diligence, and consistency in adhering to institutional rules. 2) Mental models cultivated through tolerant behavior, respect, awareness of the importance of learning, high motivation for learning, and practicing akhlakul karimah (noble character). 3) Shared vision fostered through a commitment to obeying the Kiai (religious leaders), openness, sharing of vision, and socialization of programs. 4) Team learning is facilitated through open discussions and group dialogue. 5) System thinking is promoted through the involvement of administrators, coordinated work efforts, and mutual support. This research contrasts negative assessments of pesantren, which often characterize them as rural Islamic social structures entrenched in a conservative culture, as articulated by Clifford Geertz, Ahmad Syafi'i Ma'arif, and Fuad Amsyari.

Fostering Innovative Learning and Satisfaction in Virtual Teamwork: Shedding Light on Apprentices

Purpose: The digital transformation and the increased use of technologies have changed the world of work severely. With it, collaboration and cooperation methods among employees. Therefore, new ways of working together must be applied to work in an international and digital working environment. For Vocational Education and Training (VET), developing new (transversal) competencies to engage in virtual teamwork is necessary to adequately prepare young professionals for the present and future labor market. However, there is little research on the current situation in VET regarding virtual teamwork. Approach: We deployed a cross-sectional design and collected data from N = 181 commercial apprentices in Germany regarding virtual teamwork. We analyze our data using Partial Least Squares Structural Equation Modeling (PLS-SEM) to examine the interrelationships between input, process, and outcome variables to foster satisfaction and innovative learning in virtual teams as desired targets of VET. To assess these results regarding virtuality, the complexity of tasks, gender of the apprentices, and the size of the training firms, we derived a multigroup analysis (MGA) of our model. Findings: The results indicate that organizational factors have the most significant influence concerning the relationship between input and process factors. Surprisingly, the technical affinity of individuals has only a minor effect. Regarding the relationship between process and outcome factors, motivation and responsibility have the highest impact on innovative learning, whilst communication culture severely affects the perceived satisfaction in virtual teamwork. Conclusion: The findings lead to valuable insights on factors influencing virtual teamwork in VET and can help to design learning programs to prepare young professionals to smoothly transition to and successfully master their future working environments by using new ways of collaboration and cooperation. This is particularly relevant for VET, as prior research has focused primarily on primary and secondary education. Lastly, we identify potential scales and items that help capture some of the inherent constructs of virtual teamwork.

A Learning Organization in Action: Applying Senge’s Five Disciplines to a Collections Diversity Audit

abstract: For more than 30 years, Peter Senge’s theory of learning organizations has influenced the study of leadership and organizations. Researchers have studied various components of his framework: team cognition and mental models, team learning, shared vision, systems thinking, and personal mastery. But few articles have explored what it looks like in practice when the five disciplines of the learning organization are enacted in an organization. This article explores the ways in which these disciplines influenced the implementation and outcomes of a collection diversity audit at Sonoma State University Library. The authors discuss the ways that Senge’s learning organization framework enabled them to create a sustainable model for evaluating diversity in selection and acquisition practices.

대학 교양수업에서 프로젝트 기반 학습의 팀 성취도 및 학습만족도에 영향을 미치는 요인 규명

Objectives This study aimed to investigate the impact of task authenticity, team composition satisfaction, appropriateness of task burden, instructor role satisfaction, and evaluation appropriateness on learners' perceived team achievement and learning satisfaction in project-based learning within a university general education class. This research sought to understand the factors that contribute to learners successfully and satisfactorily carrying out projects.&#x0D; Methods The study involved 138 students who participated in a six-week project-based learning program as part of a general education course at a 4-year university in Seoul. Following the completion of the project-based learning, a survey was conducted to assess five predictor variables and the dependent variables. Multiple regression analyses were employed to explore the relationships between the predictor variables and perceived team achievement as well as learning satisfaction.&#x0D; Results The perceived team achievement was significantly predicted by team composition satisfaction, appropriateness of task burden, instructor role satisfaction, and evaluation appropriateness. However, task authenticity was found to be non-predictive. The predictive power for perceived team achievement was highest for team composition satisfaction, followed by instructor role satisfaction, evaluation appropriateness, and appropriateness of task burden. Learning satisfaction was significantly predicted by team composition satisfaction and instructor role satisfaction. On the other hand, task authenticity, appropriateness of task burden, and evaluation appropriateness were found to be non-predictive. The predictive power for learning satisfaction was highest for team composition satisfaction, followed by instructor role satisfaction.&#x0D; Conclusions To enhance team achievement and learning satisfaction in university general education classes with project-based learning, it is most effective to elevate team composition satisfaction. Increasing satisfaction with the instructor's role can also enhance both team achievement and learning satisfaction. Finally, applying diverse evaluation methods and maintaining an appropriate level of task burden have been shown to contribute to the improvement of team achievement.&#x0D;

Nursing students' experiences with test-enhanced learning in teams: A cross-sectional study

BackgroundMany nursing students struggle with the disciplines of biosciences, particularly Anatomy, physiology, and biochemistry, which are introduced in the first year. Nursing students' motivation, prior knowledge, and academic performance matter, but teaching methods may also influence students' learning process. Retrieving knowledge through testing has previously proven to enhance learning to a greater extent than time spent on other classroom activities. ObjectiveThe aim of this study was to explore nursing students' experiences with test-enhanced learning as a way of enhancing learning in Anatomy, physiology, and biochemistry. DesignThe lectures in each topic were followed by testing five days later. The tests were typically multiple-choice tests with short reply-times. The effect was measured in terms of students' self-reported level of satisfaction with test-enhanced learning, and their performance on the final exam in Anatomy, physiology, and biochemistry. The tests were performed in teams to avoid stressful situations that could negatively affect the students' learning process. ResultsA key achievement from introducing test-enhanced learning in the Anatomy, physiology, and biochemistry course was a perceived higher learning outcome and increased engagement and motivation among the students, resulting in resulting in more students achieving the highest grades (A and B). However, the students' academic results from upper secondary school also seemed to matter for their achievements on the final exam. ConclusionThese results indicated that many students benefited from test-enhanced learning, suggesting that test-enhanced learning can be an important teaching strategy in nursing education, particularly for biosciences.

Association of self-efficacy and faculty support on students’ readiness for practice

BackgroundThe nursing shortage is apparent again after nearly five decades of having a stable workforce. One novel development is that new Registered Nurses (RNs) are exiting their careers too early. Many of them leave the profession for multiple reasons such as burnout and family obligations, yet one reason has emerged – lack of readiness for practice, that also drives the RNs to leave the profession. PurposeThe purpose of this study was twofold — (1) to investigate the relationship between students' characteristics, their Generalized Self-Efficacy (GSE), Perceived Faculty Support (PFS), the Assessment Technologies, Inc. (ATI) Comprehensive Predictor RN Exam scores and their self-report of readiness for practice and (2) to examine which variables best explains the students' readiness for practice. MethodsA cross-sectional descriptive correlational research design with convenience sampling was utilized. Descriptive statistics were obtained to investigate the students' socio-demographic data. The Pearson r and multiple regression were used to analyze the relationships and influence between dependent variables Casey-Fink Readiness for Practice scale (CFRPS) and independent variables, students' characteristics, GSE, PFS, and ATI scores. ResultsOne hundred forty-three (143) out of 416 students in five baccalaureate schools from the western region of the United States participated in the survey. Findings showed GSE and PFS had significant positive correlations with students' readiness for practice. Further, factors of CFRPS in learning strategies, problem-solving, resourcefulness, and team player are best explained by GSE and PFS, accounting for 91 % of the variance. ConclusionStudents' GSE and PFS can contribute to their readiness for practice. Nurse educators must employ strategies that will bolster students' preparedness by improving their sense of self-efficacy and showing them the utmost faculty support.

Integrating theory, experience and social learning in a professionalisation trajectory aimed at developing primary school teachers’ diversity competences

ABSTRACT Although diversity in the classroom offers new opportunities for learning and can be a source of inspiration, teachers often experience a diverse student population as challenging. Teachers at five primary schools engaged in a professionalisation trajectory, in which teacher learning teams, supported by researchers, developed educational approaches for making use of the diversity in the classroom, and thus improving the teachers’ diversity competences. Starting point was the notion that diversity is a positive and multidimensional phenomenon. The professional development approach chosen was a combination of Experiential learning, Social learning and Theoretical learning (EST learning). We investigated to what extent and how this EST professional development approach contributed to an increase in teachers’ diversity competences. Members of the learning teams (N ≈ 20) completed questionnaires, and repeated interviews were conducted. Different trajectories originated, which mainly differed by the starting point chosen: experimenting, exchanging experiences, or reflecting on and translating theory. The most important learning outcome was awareness of multidimensional diversity in the classroom. For the participants the learning team was the most important source of (social) learning in this. Future research should examine how theory as a source for learning can take shape more effectively.

There is No End to Learning, but How Does it Begin? A Meta‐Analysis of the Team Learning Pathway

AbstractWe complete a meta‐analytic investigation across two phases to increase understanding about team learning, an important process that is a challenge for teams to enact. In the first phase, we create a meta‐analytic database of 198 independent samples (N = 15,536 teams) to summarize the strength of the relationships between learning and team antecedents and outcomes. Motivational emergent states (e.g., potency) exhibited the strongest relationship with learning, followed by affective (e.g., psychological safety) and cognitive (e.g., trust) emergent states. Our results also highlight the positive relationship between learning and various antecedents, including team structure, supportive organizational context, environmental uncertainty, cognitive diversity, and gender diversity. In the second phase, we create an additional meta‐analytic database with 53 independent samples (N = 4,468 teams) to test a serial mediation model, demonstrating that psychological safety and learning serially mediate the relationships between team learning orientation and salient team outcomes (i.e., performance and innovation).

Assessment of primary and middle schools’ learning of post-1994 instructional reforms: The organizational learning perspective

Using Organizational Learning (OL) as a theoretical lens, this study examined the perceived level of OL in primary and middle schools in the Amhara Regional State, Ethiopia. To this end, a descriptive survey design involving 785 teachers selected from 48 primary schools was used. Data was collected using standard questionnaires and analyzed using various statistical tools. The results showed that target schools had a mean that is slightly above average in learning the instructional reforms, but the magnitude varies with school level, and level of implementation of continuous professional development. Regarding learning agency, team learning and school-level learning were found higher than learning at personal agency. However, most teacher and school-level variables did not result in significant variation in school as LO probably due to the deep-rooted tradition of top-down reforms. From the results, it is understood that OL in primary schools, especially in Level III schools, is taking root through collective agency, but some fundamental constructs and features of LO were overlooked. This calls for the need to align the schools’ standardization guidelines to the constructs and features of LO. Moreover, it sounds well to revisit the long-held top-down tradition of introducing reforms.

Effects of an unfolding case study on clinical reasoning, self-directed learning, and team collaboration of undergraduate nursing students: A mixed methods study

BackgroundClinical reasoning is an essential nursing competency that students must develop to provide safe patient care. Developing and utilizing unfolding case studies, which present constantly changing patient conditions to improve students' clinical reasoning and to foster communication and self-reflection, can help to achieve that imperative. ObjectivesTo develop an unfolding case study and to test its effectiveness in improving clinical reasoning, team collaboration, and self-directed learning. DesignA mixed methods design. SettingOne university in Southern Taiwan. ParticipantsForty nursing students. MethodsAn unfolding case study was developed based on the clinical reasoning model and unfolding cases model. The Nurses Clinical Reasoning Scale, Self-Directed Learning Instrument, and Questionnaire of Group Responsibility and Cooperation in Learning Teams were used. Forty nursing students completed questionnaires and nine of them participated in focus group discussions. Wilcoxon signed-rank, Spearman correlation, regression, and inductive content analysis were used to analyze data. ResultsStudents' abilities in clinical reasoning, self-directed learning, and team collaboration were statistically significantly improved after implementation of the unfolding case study. Emergent themes included “patient-centered communication,” “group inspiration and learning,” “thinking critically and reflecting on oneself,” and “applying theoretical knowledge in care to meet patients' changing needs.” ConclusionsUnfolding case studies provide a safe environment in which nursing students may learn and apply knowledge to safe patient care.

Teaming Up for Community Health Simulation Intervention: A Quasi-Experimental Study.

The aim of this study was to examine whether participating in a team-based simulation intervention would improve nursing students' empathy and commitment to addressing social determinants of health (SDOH) and interprofessional teamwork attitudes, beliefs, and behaviors. Outcomes were compared for intraprofessional versus interprofessional team participation. Nursing students must learn strategies to address SDOH, but this content is not well integrated in curricula. Teaming Up for Community Health was created to provide SDOH experiential team learning. Eighty-five nursing students participated in the intraprofessional comparison group or interprofessional intervention group. Surveys were completed before and after the intervention and two months later. Participants had heightened empathy and commitment to addressing SDOH at baseline. Interprofessional teamwork beliefs and behaviors improved for both groups. Experiential learning about SDOH should focus on improving students' self-confidence and performance. Based on the study results, experiential team learning should be threaded through curricula.

Training to increase student perceptions of fairness in peer assessment

Peer assessment training was motivated, developed and evaluated to address fairness in higher education group learning. Team-centric pedagogies, such as team-based learning have been shown to improve engagement and learning outcomes. For many instructors using teams, peer assessments are integral for monitoring team performance and ensuring accountability. However, students often view the peer assessment process as unfair due to the potential for biased ratings or perceived lack of peer qualification. Peer assessment fairness training was developed by combining lessons learned from focus groups with instructors, students and learning experts with bias-reducing techniques found to be effective in other settings. The resulting training underwent a summative evaluation across multiple classrooms. Results indicated that students had higher perceptions of fairness in their peer assessments after training. Students were also more confident in their and their peers’ fair rating skills. These results indicate that classroom training could be used to increase peer assessment fairness. Fairer peer assessment provides enhanced access to active and team learning benefits to a broader range of students, potentially impacting the retention of a more diverse population of practitioners in the field.

Student’s Perceptions in Learning English Via Microsoft Teams in COVID-19 Pandemic Era

The objective of the research is to find out the students’ perceptions after using Microsoft Teams in English online learning. This research used quantitative method. The subject of this research was the eleventh grade of SMA N 1 Gubug in the academic year 2021/2022. The researcher observed one class called XI Science 8 with 36 students. The data of this research were collected by using questionnaires. The questionnaire consisted of 30 items. The researcher categorizes the results of the questionnaire into four indicators: accessibility, student perception, material and assignment delivery, and learning activity using Microsoft Teams. The findings of this research indicate that students’ perception after using Microsoft Teams in English online learning is positive. The students have a positive perception of learning activities as well as material and assignment delivery. Microsoft Teams app is suitable and effective for distance learning English because it has full features. Its full features make it easier for students to join video meeting, receive materials and collect assignments in only one application. Those results can be a suggestion for the next researcher to examine teachers' perceptions on how to optimize teaching and learning strategies via Microsoft Teams. Microsoft Teams can be an alternative for other teachers and lecturers to use Microsoft Teams to teach their students online learning. It can also help the students submit their assignments without face-to-face learning. Keywords: perception, Microsoft Teams, online learning.

Instructor perceptions and reported practices around informal peer collaboration on homework among engineering students

ABSTRACT While team learning within engineering classrooms has been studied, minimal work has been done examining out-of-classroom collaboration to complete individual deliverables. However, such informal peer collaboration (IPC) is common among engineering undergraduates, and some evidence exists that low levels of IPC are associated with poorer learning outcomes. We aimed to explore beliefs, perceptions and actions toward IPC among engineering science instructors. We used a descriptive phenomenological approach to explore the instructors’ experiences of IPC. Data from semi-structured interviews was analysed using inductive thematic analysis. Instructors identified positive (e.g. gaining confidence) and negative (e.g. overconfidence) outcomes of IPC. They believed that students used IPC for a range of needs and identified factors (e.g. language spoken) influencing IPC groupings. Most instructors only defined academic misconduct in syllabi, despite using implicit strategies (e.g. withholding solutions) to promote/inhibit IPC. Specific IPC policies were rarely connected to instructors’ understanding of student motivations. Instructors view IPC as unavoidable and recognise that IPC may meet student needs while increasing or bypassing learning. Despite both using IPC as students and observing students now, instructors showed limited understanding of who participates. IPC may be an opportunity to increase learning among students; further research on barriers and pedagogy is warranted.

Tension between Digital Distance and Physical Presence in Hybrid Teaching: Evidence from Two Natural Experiments During the COVID-19 Pandemic in a French Business School

The advent of digitization has promised learning paradigms based on digital communication and virtual reality at the expense of physical presence. During the COVID-19 health emergency, the tension between digital distance and physical presence evolved from competing alternatives to a more nuanced coexistence. Several organizations resorted to hybrid arrangements; hybrid teaching is a notable example. In this paper, we draw from the theory of planned behavior to theorize the effect of physical presence on learning outcomes in the context of hybrid teaching. We differentiate between individual and team learning outcomes. We predict that physical presence induces competition and has a negative effect on individual learning outcomes. For team learning outcomes, we predict that physical presence induces cooperation and has a positive impact. We exploit two natural experiments in a French business school during the fall semester of 2020. The school’s administration allocated students to subgroups randomly for fairness reasons. This context offered a natural within-subjects experiment, where every student was randomly assigned to either in-person or online lectures. Students had up to 4.9% lower likelihood of correctly answering exam questions for lectures they followed in person rather than online. However, in group-work assignments, teams with one more student following in person tended to see a 3.6% increase in their team evaluation. Digital distance, therefore, constitutes a barrier to learning in a hybrid setting only when tasks are evaluated on a team basis.

Team functioning in Neurorehabilitation: a mixed methods study

ABSTRACT The objective of this study was to enhance understanding of team functioning in a neurorehabilitation team by identifying the factors that impede and facilitate effective interprofessional team collaboration. We focused on team identification, psychological safety, and team learning, and conducted the research at a neurorehabilitation center treating young patients with severe acquired brain injury in the Netherlands. A mixed-methods approach was employed, integrating quantitative data from questionnaires (N = 40) with qualitative insights from a focus group (n = 6) and in-depth interviews (n = 5) to provide a comprehensive perspective on team dynamics. Findings revealed strong team identification among participants, denoting a shared sense of belonging and commitment. However, limited psychological safety was observed, which negatively affected constructive conflict and team learning. Qualitative analysis further identified deficiencies in shared mental models, especially in shared decision-making and integrated care. These results highlight the crucial role of psychological safety in team learning and the development of shared mental models in neurorehabilitation settings. Although specific to neurorehabilitation, the insights gained may be applicable to enhancing team collaboration in various healthcare environments. The study forms a basis for future research to investigate the impact of improvements in team functioning on patient outcomes in similar settings.