The Rolling Learning Cell Model: An Application and Evaluation

Abstract

A teaching method referred to as the “rolling learning cell” is utilized to reduce perceptions of free riding among group members within group projects and to allow professors a higher degree of accuracy and control in assigning and assessing individual contributions. Four sections of undergraduate Principles of Marketing classes taught by one instructor, with 114 students, were surveyed. Student perceptions were recorded both by open-ended responses and by applying Pfaff and Huddleston's measure of student perceptions of group project. Implications of using the rolling learning cell from the perspective of the student are discussed.