A Study of Collaborative Learning Style and Team Learning Performance.

Julie Yazici, Hulya

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Title: A Study of Collaborative Learning Style and Team Learning Performance

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Title:	A Study of Collaborative Learning Style and Team Learning Performance
Authors:	Julie Yazici, Hulya
Descriptors:	Teaching Methods; Learning Activities; Teaching Styles; Graduate Students; Educational Experience; Cognitive Style; Measures (Individuals); Teamwork; Teacher Role
Source:	Education + Training, v47 n3 p216-229 2005
More Info: Help Peer Reviewed:	Yes
Publisher:	Emerald (North America), 60/62 Toller Lane, Bradford, BD8 9BY, England. Tel: +44 (0)1274 785040; Fax: +44 (0)1274 785034; e-mail: america@emeraldinsight.com.
Publication Date:	2005-00-00
Pages:	14
Pub Types:	Journal Articles; Reports - Research
Abstract:	Purpose ? Self-directed work teams are seen as an important mechanism for dealing with today's complex and rapidly changing business environment. Team learning is an attempt to prepare students to real-world experiences. But, not all teamwork is effective. This paper aims to examine the influence of learning style preferences on team learning performance. Design/methodology/approach ? The Grasha-Riechmann Student Learning Style Scales GRSLSS is used to assess the learning style preferences of business students enrolled in an operations management class. Findings ? Students were found to be collaborative learners. Students' collaborative orientation complements participation and helps students to compete, which in turn increases team performance. In addition, influence of learning style varies with educational experience, gender and major. Graduate students showed to be collaborative and independent learners. As such, while personal model and formal authority teaching styles fit best undergraduates learning preferences, at the graduate level, instructor role changes to facilitator and delegator. Originality/value ? Provides evidence that learning style preferences are valuable for engaging learners in various collaborative activities and for designing successful diverse teams.
Abstractor:	Author
Reference Count:	52

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Record Type:	Journal
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ISBN:	N/A
ISSN:	ISSN-0040-0912
Audiences:	N/A
Languages:	English
Education Level:	Higher Education
Direct Link:	http://www.emeraldinsight.com/rpsv/cgi-bin/cgi?body=linker&reqidx=0040-0912(2005)047:03L.216

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