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dc.contributor.authorHowland, P.
dc.date.accessioned2012-11-06T01:01:49Z
dc.date.available2012-11-06T01:01:49Z
dc.date.issued2010
dc.identifier.citationHowland, P. J. (2010). Team-based, creative learning and bridging education. In Good Practice Publication Grants e-book. Wellington, New Zealand: Ako Aotearoa.en
dc.identifier.urihttp://hdl.handle.net/11072/1482
dc.description.abstractFrustrated by high student attrition and failure rates – both course-specific and overall within Victoria University of Wellington’s (VUW) Level 4 University Preparation programme – the author developed and introduced team-based, creative learning exercises and assessments into the social science elective (UP016) in an attempt to overcome this situation. The introduction of team-based, creative learning (TBCL) resulted in improved student retention and course pass rates for UP016 and has had positive socio-educational outcomes for both students and teachers. This article and the accompanying video, produced with the assistance of an AKO Good Practice Publication Grant (GPPG10-004), examines the rationales behind the introduction of TBCL; the operational mechanics (e.g. group formation); problems encountered and consequent refinements made; possible improvements for future applications of TBCL; and the impact of TBCL on student retention and success in UP016 over four trimesters during 2009–2010.en
dc.publisherAko Aotearoaen
dc.subjectTeam-based learningen
dc.subjectBridging educationen
dc.subjectCreative learningen
dc.subjectRetention and completion in educationen
dc.titleTeam-based, creative learning and bridging educationen
dc.typeBook chapteren


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