| 000 | 01576cam a2200229 4500500 | ||
|---|---|---|---|
| 005 | 20250112054215.0 | ||
| 041 | _afre | ||
| 042 | _adc | ||
| 100 | 1 | 0 |
_aCosnefroy, Laurent _eauthor |
| 700 | 1 | 0 |
_a Lefeuvre, Sonia _eauthor |
| 245 | 0 | 0 | _aFrom groupwork to collaborative learning: Analysis of undergraduate business students’ experiences |
| 260 | _c2019. | ||
| 500 | _a67 | ||
| 520 | _aThe importance of group learning has increased significantly in higher education over the past few years. The expected learning outcomes of these group learning activities pertain to social skills development and the acquisition of declarative or procedural knowledge in a specific field. The aim of the study was to investigate students’ experiences of teamwork in order to specify the benefits of teamwork and the factors that affect the development of collaborative interaction. 29 students enrolled in a business school participated in interviews regarding their experiences with teamwork. The results showed that free riders and lack of complexity of the task to be processed are the main pitfalls the students have to face up to. The conclusion elaborates on the practical and theoretical implications of the findings. | ||
| 690 | _acooperation | ||
| 690 | _alearning theory | ||
| 690 | _ateacher training | ||
| 690 | _agroup learning | ||
| 690 | _ahigher education | ||
| 786 | 0 | _nRevue française de pédagogie | o 202 | 1 | 2019-09-20 | p. 77-88 | 0556-7807 | |
| 856 | 4 | 1 | _uhttps://shs.cairn.info/journal-revue-francaise-de-pedagogie-2018-1-page-77?lang=en |
| 999 |
_c213596 _d213596 |
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