Design of a Structural Model of Team Learning
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The purpose of this article was to design a structural model of team lerning. In order to design the model, the research utilized the spiral system-design methodology (Park, 2001), a revised version of Banathy’s (1991) systems-design process, which includes the major stages of developing a knowledge base, preparation, analysis, design, evaluation, and implementation. However, the implementation stage was not included in this study. The first to third stage involved in developing a knowledge base for the whole design process, preparing design prerequisites, and analyzing core knowledge base for indentifying design feature. Fourth was the design stage, during which values, and purposes, and functions, components of the model were determined for envisioning the wholistic model. The final stage of the design process was the expert evaluation and revision of the model, in which seven experts in team learning (four academicians and three practitioners) formatively evaluated the model; and based upon the analysis and evaluation of experts’feedback, the initial version of the model was revised. The study finally presented summary, recommendations, and areas for further research.
Abstract
The purpose of this article was to design a structural model of team lerning. In order to design the model, the research utilized the spiral system-design methodology (Park, 2001), a revised version of Banathy’s (1991) systems-design process, which includes the major stages of developing a knowledge base, preparation, analysis, design, evaluation, and implementation. However, the implementation stage was not included in this study. The first to third stage involved in developing a knowledge base for the whole design process, preparing design prerequisites, and analyzing core knowledge base for indentifying design feature. Fourth was the design stage, during which values, and purposes, and functions, components of the model were determined for envisioning the wholistic model. The final stage of the design process was the expert evaluation and revision of the model, in which seven experts in team learning (four academicians and three practitioners) formatively evaluated the model; and based upon the analysis and evaluation of experts’feedback, the initial version of the model was revised. The study finally presented summary, recommendations, and areas for further research.
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