Learning Teams: An innovative strategy for distance education

In addition to mastering required course content and meeting course objectives, collaborative learning techniques provides additional educational advantages for graduate nursing students in a distance education program. Collaborative learning is based on the principles of the powerful instructional effect of “team-based learning” that is often used in the college classroom setting. This teaching-learning strategy is facilitated through the use of small group collaboration termed Learning Teams in a distance learning environment, specifically in graduate level nursing theory and research courses. In additional to mastery of course objectives, this is an innovative and effective teaching strategy using collaboration was designed to use teamwork to complete assignments while at the same time fostering creative thinking, problem-solving, abstract reasoning and critical thinking skills. In a distance learning setting, an additional advantage of this type of collaboration also include increased opportunities for interaction with fellow students and with a sense of greater accountability and connection to other adult learners through the development of interpersonal relationships within an online learning community. This presentation will describe using small groups, Learning Teams, for collaborative learning in graduate level theory and research courses. The perceived facilitators and barriers as identified by both faculty and students will be presented. Student outcomes including enhanced critical thinking, increased engagement with other students, improved quality of written work, and student perceptions of belonging to a group to work on course projects will also be explored.  Specific course procedures, techniques, and policies for Learning Teams will also be presented. Student reflections that evaluate collaborative learning and experiences as a Learning Team member in a theory or research course will also be discussed. The role of the faculty will be emphasized in the design and implementation of Learning Teams, and in the facilitation effective student learning as a mentor and coach to students. The craft of teaching involves faculty serving as a facilitator for student critical thinking where the students can improve abstract thinking, problem-solving and group work skills with an expected student outcome of preparing for professional development as life-long learners who can effectively work in professional groups.