Teaching Teamwork: Factors That Influence Research University Engineering Faculty to Implement Team Activities in Their Classes
نویسنده
چکیده
1 Norene M. Moskalski, Temple University, College of Education, Philadelphia, PA 19122 USA [email protected] Abstract This qualitative grounded theory and quantitative multiple logistic regression mixed study examined why research university engineering faculty do— or do not—change their teaching methods. Results from the qualitative component, tested in a larger population and analyzed using multiple logistic regression, showed that previous experience being on teams or using teams in the classroom, whether successful or unsuccessful, training on using team activities in the classroom, and having few time constraints were significantly related to the future use of team activities in the classroom by research university engineering faculty.
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