Essential Teamwork Skills: Perspectives of Environmental Geoscience Employers

PurposeChallenges of teamwork in online classes may adversely affect students’ future attitudes toward teamwork. Further, there is a concern about whether online programs foster students’ teamwork skills. To answer these questions, the purpose of this paper is to compare online and face-to-face students’ attitudes toward teamwork, interest in learning teamwork skills and teamwork self-efficacy.Design/methodology/approachThe authors developed a conceptual model explaining how students’ background, engagement in learning teamwork, teamwork self-efficacy and interest in learning teamwork affect attitudes toward teamwork and rigorously tested the model for a meaningful comparison between online and face-to-face students. Attitudes toward teamwork, teamwork interest and teamwork self-efficacy of 582 online and face-to-face students who attend the same academic program were compared.FindingsThe results suggest that online students have less positive attitudes towards teamwork compared to face-to-face students although online students have a higher level of teamwork self-efficacy. Therefore, online students’ relative less positive attitudes toward teamwork cannot be explained by the lack of engagement, teamwork skills or interest.Research limitations/implicationsThe homogeneity of the sample population is one of the limitations of the paper although it provides the opportunity for a comparative study of online and face-to-face students by controlling the majors.Practical implicationsInstructors should evaluate the appropriateness of team assignments while incorporating teamwork in online classes.Originality/valueConcerns about online teamwork are discussed but have not been rigorously investigated in the literature. The authors conducted a comprehensive study involving 582 undergraduate students. The findings of this paper suggest that new approaches are needed to incorporate teamwork in online classes. The results also show that importance of building teamwork self-efficacy.

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Direct Problem-Based Learning (DPBL): A Framework for Integrating Direct Instruction and Problem-Based Learning Approach

International Education Studies ◽

10.5539/ies.v11n1p119 ◽

2017 ◽

Vol 11 (1) ◽

pp. 119 ◽

Cited By ~ 3

Author(s):

Sri Winarno ◽

Kalaiarasi Sonai Muthu ◽

Lew Sook Ling

Keyword(s):

Direct Instruction ◽

Direct Problem ◽

Creative Thinking ◽

Problem Based Learning ◽

Knowledge Score ◽

Thinking Skills ◽

Face To Face ◽

Quasi Experimental ◽

Teamwork Skills ◽

Instruction Approach

Direct instruction approach has been widely used in higher education. Many studies revealed that direct instruction improved students’ knowledge. The characteristics of direct instruction include the subject delivered through face-to-face interaction with the lecturers and materials that sequenced deliberately and taught explicitly. However, direct instruction resulted in low creative thinking and teamwork skills among students. Therefore, problem-based learning activities were adapted to reform and create an innovation of a direct instruction approach in developing the new situation.Objective: This study aimed at exploring lecturers’ and students’ perspectives towards Direct Problem-Based Learning (DPBL) activities as a new approach for activities in the classroom.Design: A quasi-experimental design was used.Participants: Third-year students (N = 276) who signed up for Computer Networks subject from Dian Nuswantoro University, Indonesia and five lecturers were involved.Findings and Results: Learning outcomes were significantly positively (Sig. p=.00). Creative thinking skills score increased 8.4%, Teamwork skills score increased 11.5%, and knowledge score increased 25.9% of DPBL approach. The majority of students have difficulties in the direct instruction approach 4.71(.472). Whereas, 1.99(.655) students have low difficulty in DPBL approach. Expert participants agreed that DPBL approach can enhance creative thinking and teamwork skills 4.70(.50).

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‘It’s Important for Us to Know How to Do Teamwork’: Perceptions of Chinese International Hospitality Students Regarding Teamwork Skills

Journal of China Tourism Research ◽

10.1080/19388160.2020.1768191 ◽

2020 ◽

pp. 1-14

Author(s):

Katrine Sonnenschein

Keyword(s):

Know How ◽

Hospitality Students ◽

Teamwork Skills

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INTEGRATING SOFT SKILLS INTO TEACHING ORGANIZING EVENTS SUBJECT AT SCHOOL OF STATE MANAGEMENT, OFFICE ADMINISTRATION, AND TOURISM – TRA VINH UNIVERSITY

Scientific Journal of Tra Vinh University ◽

10.35382/18594816.1.2.2019.175 ◽

2019 ◽

Vol 1 (2) ◽

pp. 228-234

Author(s):

Tuan Minh Chau

Keyword(s):

Problem Solving ◽

Creative Thinking ◽

Soft Skills ◽

Thinking Skills ◽

Listening Skills ◽

Specialized Knowledge ◽

Problem Solving Skills ◽

State Management ◽

The Subject ◽

Teamwork Skills

The article presents the importance of integrating soft skills into teaching specialized knowledge. Through the article, the author presents the importance of Organizing Events subject as well as shows that Organizing Events is a subject that requires learners to have many skills such as: independent working skills, teamwork skills, creative thinking skills; coordination skills, problem-solving skills, listening skills and some other skills. All the skills mentioned above are applied to Organizing Events at each stage, each activity when organizing the event. In order for students to effectively apply the skills into the subject, teachers can design lectures, provide exercises in accordance with the content of the subject, divide each stage so that it can be further taught helping students grasp each content, thereby being able to best use the subject when designing each profile for the assumed event and students have to practice organizing events according to reality. Besides, the articlealso emphasizes that integrating soft skills into teaching specialized knowledge is a necessity, from the reality of the Organizing Events subject.

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REALITY OF ASSESSING GROUP WORK SKILLS IN CDIO-BASED TRAINING PROGRAMS

Scientific Journal of Tra Vinh University ◽

10.35382/18594816.1.2.2019.182 ◽

2019 ◽

Vol 1 (2) ◽

pp. 112-116

Author(s):

Quoc Khac Nguyen ◽

Thanh Ngoc Dan Nguyen

Keyword(s):

Information Technology ◽

Training Program ◽

Group Work ◽

Training Programs ◽

Soft Skills ◽

Strong Impact ◽

Work Skills ◽

Important Stage ◽

Teamwork Skills

Courses in the undergraduate Information Technology CDIO-based training program are usually designed to integrate at least one kind of soft skills. In fact, teamwork is one of the skills that has been most applied by lecturers. However, lecturers often find it very difficult to assess learners fairly, objectively and comprehensively when applying this method while they are well aware of the fact that assessment is a particularly important stage and has a strong impact on both learners’ learning results and the quality of a training program. The paper presents the facts and recommends solutions to assessing learners through their teamwork skills in curriculum based on CDIO approach.

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