Using Team Learning in Business and Organizational Communication Classes

Abstract

The past decade has produced a growing body of evidence suggesting small group-based instructional methods can promote the achievement of a variety of desirable higher educational outcomes. Therefore, within college and uni versity settings, group-oriented instruction has increased. Team Learning goes beyond using temporary groups or assigning occasional group activities. With this approach, students spend approximately 80 percent of their in-class time working in permanent and heterogeneous teams. The system, when used prop erly, appears to overcome many of the potential problems with using small groups. The methodology empowers both instructor and students. The instruc tor becomes a facilitator and manager of learning rather than the "spoon feeder" of information. The students become active and responsible partici pants in the learning process rather than passive recipients. The process facili tates effective teamwork in settings where teams gain first-hand experience with the kind of team dynamics they will encounter in high performing teams at work.