Journal Article

Mutual Gains from Team Learning: A Guided Design Classroom Exercise

Paul N. Wilson

in Applied Economic Perspectives and Policy

Published on behalf of Agricultural and Applied Economics Association

Volume 27, issue 2, pages 288-296
Published in print January 2005 | ISSN: 2040-5790
Published online January 2005 | e-ISSN: 2040-5804 | DOI: http://dx.doi.org/10.1111/j.1467-9353.2005.00227.x
Mutual Gains from Team Learning: A Guided Design Classroom Exercise

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Proponents of classroom- and team-based exercises argue that structured group problem-solving activities enhance student learning. A team-based, guided design exercise conducted annually from 1985 to 2002 supports the claim that teams are much more likely to reach superior decisions than individual students left to their own knowledge. However, a very small percentage of teams were not successful reaching a learning goal and an equally small number of highly competent individuals found themselves worse off, in terms of a team versus individual solution, after a team exercise. Nevertheless, the overall evidence validates the team-based approach to problem solving as a useful active learning strategy in the classroom.

Keywords: A220

Journal Article.  3769 words. 

Subjects: Economic Education and Teaching of Economics

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