Proposal Title

Improve Student Success with Learning Community Teams

Track

Research Proposal / Learning Theories and Pedagogy

Proposal Abstract

Using teams as an instructional strategy for improving student success was studied in F2F and online accounting classes. In the experimental groups, students were assigned to semester-length, learning community teams. When comparing the student success rates for the experimental groups to the same rates for the control groups in which students were not assigned to teams, the experimental groups showed higher course grade point averages, higher student grades and higher retention rates. Creative ways for structuring teams as well as reporting and accountability from team members will be explained. Student feedback on the benefits of learning communities will be shared.

Proposal Description

Being a team player is a valued workplace skill for employees in business and industry. Since proficiency in teamwork is such an important skill for success in the working environment, the researcher wondered if teamwork as an instructional strategy could affect student learning and success in the educational environment. Specifically, the researcher wanted to know if working in teams could improve the variables of course grade point averages, student grades and course retention rates in F2F and online beginning accounting classes.

A mixed method quantitative and qualitative study was conducted using experimental groups from Fall 2015 and control groups from Fall 2014. In the experimental groups, students were randomly assigned to small, semester-length, learning community teams. Students in the control groups were not assigned to teams.The purpose of the teams was to provide support and motivation for team members by helping members with assignments and due dates. Teams had an introductory assignment and then selected a team leader who provided team leader reports to the professor four times during the semester. Team leader reports were submitted using templates that asked about the team’s understanding of three to five subject-related questions as well as whether or not members were participating in team discussions. Team members completed mid-semester and end-of-semester team evaluations.

When comparing the student success rates for the experimental groups to the student success rates for the control groups, the experimental groups showed higher course grade point averages, higher student grades and higher retention rates. Student feedback from the experimental groups provided positive responses on the benefits of using learning community teams.

In the session, participants will learn creative ways for structuring teams. Also shared will be data from the study, team leader report templates, team evaluation forms and methods for including accountability with the team process.

Session Format

Presentation Session

Location

Room 1

Publication Type and Release Option

Event

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Mar 29th, 10:00 AM Mar 29th, 10:45 AM

Improve Student Success with Learning Community Teams

Room 1

Using teams as an instructional strategy for improving student success was studied in F2F and online accounting classes. In the experimental groups, students were assigned to semester-length, learning community teams. When comparing the student success rates for the experimental groups to the same rates for the control groups in which students were not assigned to teams, the experimental groups showed higher course grade point averages, higher student grades and higher retention rates. Creative ways for structuring teams as well as reporting and accountability from team members will be explained. Student feedback on the benefits of learning communities will be shared.