Abstract

This research examines undergraduate students’ teamwork-collaboration and communication skills and investigates their learning satisfaction on a learning design and instructional management course based on two different approaches, Big Five Learning and traditional learning. The participants were sixty-seven second-year undergraduates majoring in physics and general science. They were divided into two groups: an experimental group of thirty-three students and a control group of thirty-four. The students in the control group received a traditional lecture while those in the experimental group received instruction based on the Big Five Learning approach. Experimental treatment consisted of eight lesson plans, three questionnaires (teamwork-collaboration skills, communication skills, and satisfaction), and journal writing. The t-test results show that students in the experimental group had significantly better teamwork-collaboration and communication skills than those in the control group.