Teaching and Learning, Educational Technology, Communication and Information Technology, and Development of Professional Skills (evaluation). This subcategory includes the various methods used to assess the efficacy these types of interventions.
Team (social arrangement) "A team is a temporary or an ongoing task group whose members are charged with working together to identify problems, form a consensus about what should be done, and implement necessary actions in relation to a particular task area. A team is different from a workgroup, members of which may or may not collaborate." McLoughlin C. (2002) 'Designing an effective web-based environment for collaboration and teamwork', Int. J. Continuing Engineeering Education and Lifelong Learning, Vol. 12, Nos. 5/6, pp.371-388.
Team learning Outcomes were coded as team learning if the results were presented in terms of the team structure's impact on knowledge, understanding, learning, or academic performance of team members. (See also teams (outcome) and team skills.)
Team skills Outcomes were coded as team skills if the results were presented in terms of the skills needed to function in a team. (See also teams (outcome) and team learning.)
Team work Team work is signified by the cooperative social arrangements of students working together to achieve a common goal (or solve a problem).
Teams (intervention) "A team is a temporary or an ongoing task group whose members are charged with working together to identify problems, form a consensus about what should be done, and implement necessary actions in relation to a particular task area. A team is different from a workgroup, members of which may or may not collaborate." McLoughlin C. (2002) 'Designing an effective web-based environment for collaboration and teamwork', Int. J. Continuing Engineeering Education and Lifelong Learning, Vol. 12, Nos. 5/6, pp.371-388.
Teams (outcome) Outcomes were coded as teams if the results were presented in terms of the ability to function on teams generally or other general aspects of team function, but did not deal specifically with team learning or team skills.
Theory This category provides information on the theory(ies) guiding the study. Studies were only coded has having a theory if they explicitly mentioned a theory or theorist and the study was motivated by or premised on the theory.
Think-pair-share In think-pair-share, the instructor poses a challenging or open-ended question and gives learners one minute to think about the question. Learners then pair with a collaborative group member or neighbor sitting nearby and discuss their ideas about the question... After several minutes the instructor solicits comments to be shared with the whole group. The responses received are often more intellectually concise since learners have had a chance to reflect on their ideas. The think-pair-share structure also enhances the students' oral communication skills as they discuss their ideas with the one another and with the whole group. http://www.gdrc.org/kmgmt/c-learn/think-pair-share.html [Accessed 09/07/05]
Tutorial (educational technology intervention) A tutorial is a document, software, or other media created for the purpose of instruction for any of a wide variety of tasks. Educational technology tutorials feature the presentation of content, a method of review of content learned, and transition to additional modules or sections that build on the instructions already provided.
Tutorial (teaching and learning intervention) A tutorial refers to a class of between 12-18 students that is supplemental to a large lecture course, which gives students the opportunity to discuss the lectures and/or additional readings in smaller groups. These tutorials are often led by graduate students.
Two-year institution Any U.S. junior or community college that offers associate's degrees and certificate programs, but with few exceptions, awards no baccalaureate degrees.
Type of institution This category provides information on the type of institution in which the study took place. The overarching subcategories are four-year institutions, two-year institutions, and foreign institutions. The four-year institutions were coded using modified Carnegie Classification of Institutions of Higher Education codes see http://www.carnegiefoundation.org/Classification/index.htm).
Type of outcome The types of outcomes reflect ABET's engineering accreditation criteria 3a-k program outcomes and also outcomes as reported in the literature. Five of the subcategories (attitude, communication skills, retention, teams, and utility of the assessment) are further divided into sub-subcategories. These sub-subcategories were created to best capture the nature of the outcome.