期刊名称：e-Journal of Business Education & Scholarship of Teaching
印刷版ISSN：1835-9132
出版年度：2007
卷号：1
期号：1
页码：24-40
出版社：Australian Business Education Research Association
摘要：There is strong evidence to suggest that student-to-student interaction, both formal and spontaneous, can enrich learning outcomes. It has also been established that employers value students who have problem solving skills and who can work effectively with others. The purpose of this project was to provide some insight into group projects and to improve the quality of student learning in student problem solving projects. Specifically, this project addressed two research questions concerned with group problem-based learning; first, understanding the barriers to deep student learning and, second, how deep student learning can be improved with this technique. This research project involved two fundamental, non-mutually exclusive research approaches, namely, phenomenography and action research. Brainstorming and focus group techniques were used to collect data and the findings indicate that, in order for group sy nergy to be achieved, initial group establishment and accepted group disciplines must be carefully undertaken.
