The Role Of Coaching in Student Teams: A “Just-in-Time” Approach To Learning

Michele Kremen Bolton

181 citations0/0 files storedOrganizational Behavior Teaching Review

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Innovative Teaching and Learning Methods Problem and Project Based Learning Management and Marketing Education

Abstract

This article focuses on methods to improve student satisfaction and learning in team projects. The article describes in detail three sequential modules that the instructor can present in class to improve student team performance and learning: (a) starting student teams off on the right foot, (b) helping teams manage diversity and conflict, and (c) helping students learn from their teamwork experience. The article also highlights the role of the teacher as a learning coach during the teambuilding process, tying specific classroom behaviors to each of the three instructional modules. The discussion is supported by survey results on student teams involving 76 business school faculty and 199 undergraduate students. The article concludes that student team projects constitute a valuable peer-centered learning experience only when instructors are active coaches, giving just-in-time feedback and providing focused and concrete guidance at strategic intervals during the semester.

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References

1983Experiential Learning : Experience as the Source of Learning and Development 1965Developmental sequence in small groups.1975Self-directed learning: A guide for learners and teachers 1976Self-Directed Learning, A Guide for Learners and Teachers 1989Teamwork: What Must Go Right/What Can Go Wrong 1977Team Building: Issues and Alternatives

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2020Unfolding collaborative learning assessment literacy: a reflection on current assessment methods in higher education 2005A study of collaborative learning style and team learning performance 2005The Effect of Group Projects on Content-Related Learning 2009Students' Perceptions of Social Loafing: Its Antecedents and Consequences in Undergraduate Business Classroom Teams 2006Toward Fairness in Assessing Student Groupwork: A Protocol for Peer Evaluation of Individual Contributions 2003Structuring the Classroom for Performance: Cooperative Learning with Instructor‐Assigned Teams*2013The effects of gender on group work process and achievement: an analysis through self‐ and peer‐assessment

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