Istanbul Gelisim University - Teamwork provides fun learning

Teamwork provides fun learning

Teamwork in class management enables students to learn with fun. Stating that conflicts in the classroom can be prevented with teamwork, Education Programs and Training Specialist Assist. Prof. Dr. Derya Kavgaoğlu said that techniques such as use of collaborative studies, argument, solving problems and case studies together enable students to participate the courses and to have fun.

Stating that each student has different interests and it is usual that there will be conflict between the students, Istanbul Gelisim University Head of Social Service Department Assist. Prof. Dr. Derya Kavgaoğlu said: “Conflict is inevitable in learning environments where students with different interest, knowledge and ability are together. However, if academicians benefit from collaborative work, conflicts between individuals and groups become constructive in the classroom environment. If these studies become successful, they strengthen communication in the classroom, increase participation in courses, confidence and commitment, and provide a sense of accomplishment and learning together.”

Expressing that academicians can direct conflicts between individuals and groups in the classroom environment in order to increase efficiency, Kavgaoğlu said: “This strategy, which can be expressed as constructive conflict design, can also be considered as an effective learning strategy, because, conflict arises from the comfort zone and triggers creative, critical thinking and acting by its nature. It encourages not stable but dynamic and problem-solving attitude.”

Stating that debate as an example of collaborative work is constructive conflict management, Kavgaoğlu said: “Debate is a technique that symbolizes active-passive conflict in which two opposing groups try to persuade neutral listeners and the jury showing their views are true and the opposite is wrong in a determined issue.”

Kavgaoğlu explained the effects of the debate on the student as follows:

“Groups of students prepare the information structure they will defend. They identify and question opposing views. Dichotomy, conflicts and uncertainties arise among groups. Curiosity for knowledge begins, students seek more information to support their own theses and refute the other's theses. Active presentation starts. In this process, groups try to harmonize their ideas with those of the other group.”

Stating that academicians can easily use these and similar learner-centered activities to design constructive conflicts, Kavgaoğlu said: “Managing the classroom regarding research and invention strategies, using collaborative small-large group work, advancing through techniques such as discussion, problem solving, question and answer, case studies will also support the classroom to learn with fun.”