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Case study of reflections on the implementation of group projects from the perspective of professors at Lakehead University

dc.contributor.advisorCuthbertson, Brent
dc.contributor.authorGriffin, Matthew John
dc.date.accessioned2016-01-06T19:41:26Z
dc.date.available2016-01-06T19:41:26Z
dc.date.created2014
dc.date.issued2014
dc.identifier.urihttp://knowledgecommons.lakeheadu.ca/handle/2453/700
dc.description.abstractCooperative learning practices in higher education carry the potential to increase student achievement and to develop social and team work skills valued highly by employers. However, despite an abundance of literature documenting such benefits, students and professors continue to report disappointment and frustration with group work, a common form of cooperative learning. These problems are not only distressing and uncomfortable, they also prevent the pedagogical potential of cooperative learning from being realized. This phenomenological inquiry aims to uncover the essential elements of professors’ practice related to group work project implementation in an effort to improve group work experiences for students. Through a focus group interview, professors’ experiences were collected, analyzed, and interpreted through a theoretical lens based on a previously published framework for group work implementation.en_US
dc.language.isoen_USen_US
dc.subjectGroupwork in educationen_US
dc.subjectGroup projectsen_US
dc.subjectTeamworken_US
dc.subjectCo-operationen_US
dc.subjectCooperative learningen_US
dc.titleCase study of reflections on the implementation of group projects from the perspective of professors at Lakehead Universityen_US
dc.typeThesis
etd.degree.nameMaster of Educationen_US
etd.degree.levelMasteren_US
etd.degree.disciplineEducationen_US
etd.degree.grantorLakehead Universityen_US


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