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Student's perceptions of generic skills for effective collaborative learning relative to student achievement

Please use this identifier to cite or link to this item: http://hdl.handle.net/1959.14/182863

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Title: Student's perceptions of generic skills for effective collaborative learning relative to student achievement
Related: Australian and New Zealand Academy of Management Conference (22nd : 2008) (2 - 5 December 2008 : Auckland)
Related: Proceedings of the 22nd ANZAM Conference : managing in the Pacific century, p.1-14
Publisher: Auckland, New Zealand : Promaco Conventions
Date: 2008
FoR/RFCD Code(s): 130200 Curriculum and Pedagogy
Author/Creator: Brooks, Gordon
Author/Creator: More, Elizabeth
Author/Creator: Leslie, Julian
Description: Collaborative and cooperative learning in small groups are generally considered effective learning approaches. Successful group activities, however, assume competence in a range of skills. This empirical paper seeks to identify whether undergraduate students with different levels of academic achievement have different perceptions of the relative importance of Ehrman and Dornyei's (1998) generic sub-skills, i.e. do high performing students emphasise different skills? Students in a first year management subject were surveyed. No differences were found between high achieving and low achieving students in terms of the importance that they place on the various generic sub-skills. Productivity focussed skills were considered most important followed by relationship and communication skills. The implications for preparing students for group work are considered.
Description: 14 page(s)
Subject Keyword: 130200 Curriculum and Pedagogy
Subject Keyword: skills development
Subject Keyword: business education
Subject Keyword: team building
Subject Keyword: interpersonal communication
Resource Type: conference paper
Organisation: Macquarie University. Dept. of Business
Organisation: Macquarie University. Macquarie Graduate School of Management
Organisation: Macquarie University. Dept. of Statistics

Identifier: http://hdl.handle.net/1959.14/182863
Identifier: ISBN:1863081488
Identifier: mq-rm-2007009016
Language: eng
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