Student and Faculty Perception of Team Design Elements in the Classroom
DOI:
https://doi.org/10.33423/jhetp.v20i2.2837Keywords:
Higher Education Theory and Practice, Teamwork, teams, Perception, Team-based Learning, Problem-Based Learning, Cooperative Learning, Collaborative Learning, Q Methodology, Team-based Pedagogical Platforms, Education, Team Pedagogy, Team Experience, Evidence-Based Instructional PracticeAbstract
Studies which compare perceptions of students and faculty on team-based design elements are lacking in the literature. Understanding perception helps identify areas where agreement exists and explanation is needed. Q Methodology was used to compare student perceptions from Opatrny-Yazell and Houseworth (2018) to faculty perceptions on 29 team-based design elements. Participants indicated whether or not they were perceived as important to good team experiences in the classroom. This research identifies students and faculty viewpoints. Tenets of collaborative learning, along with three, evidence-based instructional practices, team-based learning (TBL); problem-based learning (PBL); and cooperative learning, emerged as important within the resultant viewpoints.
