Abstract for Research Paper 2004-07

Proponents of classroom- and team-based exercises argue that structured group problem-solving activities enhance student learning. A team-based, guided design exercise conducted annually from 1985-2002 supports the claim that most teams reach superior decisions than individual students left to their own knowledge. However, a very small percentage of teams were not successful reaching a learning goal and an equally small number of highly competent individuals found themselves worse off, in terms of a team versus individual solution, after a team exercise. Nevertheless, the overall evidence validates the team-based approach to problem solving as a useful active learning strategy in the classroom.


	Mutual Gains From Team Learning: A Guided Design Classroom Exercise Paul N. Wilson
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	Abstract
	Proponents of classroom- and team-based exercises argue that structured group problem-solving activities enhance student learning. A team-based, guided design exercise conducted annually from 1985-2002 supports the claim that most teams reach superior decisions than individual students left to their own knowledge. However, a very small percentage of teams were not successful reaching a learning goal and an equally small number of highly competent individuals found themselves worse off, in terms of a team versus individual solution, after a team exercise. Nevertheless, the overall evidence validates the team-based approach to problem solving as a useful active learning strategy in the classroom.