Effects of graded versus ungraded individual readiness assurance scores in team-based learning: a quasi-experimental study

2019 ◽  
Vol 24 (3) ◽  
pp. 477-488 ◽  
Author(s):  
Ying Yun Juliana Koh ◽  
Jerome I. Rotgans ◽  
Preman Rajalingam ◽  
Paul Gagnon ◽  
Naomi Low-Beer ◽  
...  
Keyword(s):  
Experimental Study ◽  
Team Based Learning ◽  
Quasi Experimental

Effectiveness of team-based learning on postpartum hemorrhage in midwifery students in Indonesia: A quasi-experimental study

2021 ◽  
pp. 105015
Author(s):  
Yunefit Ulfa ◽  
Yukari Igarashi ◽  
Kaori Takahata ◽  
Eri Shishido ◽  
Shigeko Horiuchi
Keyword(s):  
Experimental Study ◽  
Postpartum Hemorrhage ◽  
Team Based Learning ◽  
Quasi Experimental

scholarly journals Effect of Seating Arrangement on Class Engagement in Team-based Learning: A Quasi-Experimental Study

2020 ◽  
Author(s):  
Seet Hong An Andrew ◽  
Emmanuel Tan ◽  
Preman Rajalingam
Keyword(s):  
Experimental Study ◽  
First Year ◽  
Classroom Engagement ◽  
Undergraduate Medical Students ◽  
Seating Arrangement ◽  
Team Based Learning ◽  
Before And After ◽  
Two Factors ◽  
Quasi Experimental ◽  
Novice Students

AbstractIntroductionThis study investigated the effects of seating distance and orientation on engagement in novice and experienced learners in a large classroom explicitly designed for Team-based Learning (TBL). Learning what affects TBL engagement may improve its implementation.MethodsParticipants were novice first-year and experienced second-year undergraduate medical students in Singapore (male=103, female=57). Their age ranged from 18 to 23 (M=19.5, SD=1.06). This quasi-experimental study considered two factors. Firstly, the distance from the teams’ table to the tutor’s table. Secondly, students’ orientation at each table, with either their front or back facing the tutor. Engagement was measured using two instruments, Situational Cognitive Engagement Measure and Classroom Engagement Survey at two TBL sessions – before and after swapping seating arrangements.ResultsFor experienced students, seating distance did not significantly affect engagement (p=0.08–0.89). Novice student’s engagement levels decreased significantly for those who moved further; M=3.30 to 2.98 (p=0.009–0.023). However, overall engagement also decreased post-swap regardless of direction moved; M=3.26 to 3.00 (p=0.004). For both cohorts, seating orientation did not significantly affect engagement (p=0.07–0.62). Those unaffected by seating arrangement commended the classroom’s design, such as screens all around and quality audio-visual system. Novice students exhibited a stronger preference to sit nearer to the tutor than experienced students. Both groups preferred sitting with their front- facing the tutor.DiscussionWithin specially designed TBL classrooms, seating distance and orientation did not significantly affect engagement. Technologically enhanced team-centric spaces provide a favorable environment for TBL, though students’ preferences for seats may change with more TBL experience.

scholarly journals Self-directed learning with a modified team-based strategy: A quasi-experimental study

2021 ◽  
Vol 11 (12) ◽  
pp. 38
Author(s):  
Huei-Lih Hwang ◽  
Chin-Tang Tu ◽  
Tian-Yuan Kuo
Keyword(s):  
Experimental Study ◽  
Online Teaching ◽  
Intervention Group ◽  
Junior College ◽  
Learning Ability ◽  
Control Group ◽  
Self Directed Learning ◽  
Team Based Learning ◽  
Quasi Experimental ◽  
Directed Learning

Background and objective: Physical assessment skills are not effectively put into practice for nursing students, requiring an improvement in pre-registration programs and planning more tailored training courses for them. More flexibility in teaching methods can thus contribute to self-directed learning. The purpose of this study is to identify the effects of team-based learning when combined with an online teaching platform on self-directed learning compared to inquiry-based learning for junior college nursing students.Methods: In this quasi-experimental study, 103 students completely participated in the Self-directed Learning Instrument test before and after the course. Collected data were analysed using independent t-test and ANCOVA with the statistical package SPSS 21.0 for Windows. Qualitative focus group interviews were conducted after the survey with 14 participants.Results: Compared to the control group, the adjusted mean post-test score for self-directed learning ability was significantly higher in the intervention group. Students also reported that they were quite engaged in completing assignments and team learning activities in classroom, specifically for the group test.Conclusions: The modified team-based learning strategy was useful at engaging students to improve self-directed learning and to satisfy them. Educators are encouraged to integrate online response system technology into their classroom activities.

The effect of interprofessional team-based learning among nursing students: A quasi-experimental study

2017 ◽  
Vol 53 ◽  
pp. 13-18 ◽  
Author(s):  
Arkers Kwan Ching Wong ◽  
Frances Kam Yuet Wong ◽  
Lap Ki Chan ◽  
Namkiu Chan ◽  
Fraide A. Ganotice ◽  
...  
Keyword(s):  
Experimental Study ◽  
Nursing Students ◽  
Interprofessional Team ◽  
Team Based Learning ◽  
Quasi Experimental

DESAIN PEMBELAJARAN BAHASA INDONESIA BERBASIS PEMAHAMAN NILAI SIKAP GOTONG ROYONG

2020 ◽  
Vol 13 (2) ◽  
pp. 01-10
Author(s):  
Alpansyah Alpansyah ◽  
Abdul Talib Hasim
Keyword(s):  
Experimental Study ◽  
Language Learning ◽  
Reader Response ◽  
Female Students ◽  
Male Students ◽  
Mutual Cooperation ◽  
Male And Female ◽  
Quasi Experimental ◽  
Bahasa Indonesia ◽  
Better Than

The aims of this study were: (1) to identify an increase in students' understanding of the value of mutual cooperation through the use of reader response rules in Indonesian Language Learning (KRPDPBI); (2) identifying the use of the reader response principle in Indonesian Language learning (KRPDPBI) there are differences between male and female students. The design of this study used a quasi-experimental study with two different methods. The results showed that (1) the achievement of the score of understanding the value of mutual cooperation for students taught by KRPDPBI was better than for students taught by regular learning according to the curriculum; (2) the achievement of the understanding of the value of male students' mutual cooperation is no better than that of female students.

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