Team-Based Learning in professional writing courses for accounting graduates: positive impacts on student engagement, accountability and satisfaction

2021 ◽  
pp. 1-24
Author(s):  
Judith Ainsworth
Keyword(s):  
Student Engagement ◽  
Professional Writing ◽  
Writing Courses ◽  
Team Based Learning ◽  
Accounting Graduates ◽  
Positive Impacts

scholarly journals Pharmacy students and faculty perceptions of online team-based learning due to the COVID-19 pandemic

2021 ◽  
pp. 121-125
Author(s):  
Frank Yu ◽  
Jessica Wooster ◽  
Tianrui Yang
Keyword(s):  
Student Engagement ◽  
Faculty Member ◽  
Student Motivation ◽  
Faculty Perceptions ◽  
Knowledge Retention ◽  
Pharmacy Students ◽  
Survey Study ◽  
Faculty Experiences ◽  
Team Based Learning ◽  
Online Format

Aim: This survey study aimed to describe student and faculty experiences and perceptions regarding the sudden shift to delivery of online team-based learning (TBL) due to the COVID-19 pandemic. Method: Data such as perception of engagement and effectiveness of online TBL, challenges and recommendations for improving the online TBL experience were collected. Results: Eighteen (58.1%) faculty and 154 (75.9%) students completed the survey. Most students did not feel more engaged with their teammates or instructors using the online format and only one faculty member responded he/she felt more engaged with students via the online TBL format. Forty-one (26.7%) students responded they felt the online TBL improves knowledge retention, while no faculty responded they felt online TBL improved students’ knowledge retention. The top challenges described include lack of student engagement and technological difficulties. Conclusion: This study showed that a lack of training and preparation for the sudden online TBL transition led to decreased student motivation and engagement.

scholarly journals Simulation Genres and Student Uptake: The Patient Health Record in Clinical Nursing Simulations

2017 ◽  
Vol 34 (3) ◽  
pp. 255-279 ◽  
Author(s):  
Lilly Campbell
Keyword(s):  
Nursing Students ◽  
Social Interactions ◽  
Professional Writing ◽  
Health Record ◽  
Writing Courses ◽  
Clinical Simulation ◽  
Clinical Nursing ◽  
Patient Health ◽  
Professional Genres ◽  
Classroom Simulation

Drawing on fieldwork, this article examines nursing students’ design and use of a patient health record during clinical simulations, where small teams of students provide nursing care for a robotic patient. The student-designed patient health record provides a compelling example of how simulation genres can both authentically coordinate action within a classroom simulation and support professional genre uptake. First, the range of rhetorical choices available to students in designing their simulation health records are discussed. Then, the article draws on an extended example of how student uptake of the patient health record within a clinical simulation emphasized its intertextual relationship to other genres, its role mediating social interactions with the patient and other providers, and its coordination of embodied actions. Connections to students’ experiences with professional genres are addressed throughout. The article concludes by considering initial implications of this research for disciplinary and professional writing courses.

scholarly journals The refinement of flipped teaching implementation to include retrieval practice

2020 ◽  
Vol 44 (2) ◽  
pp. 131-137
Author(s):  
Chaya Gopalan ◽  
Andrea Fentem ◽  
Anna L. Rever
Keyword(s):  
Student Engagement ◽  
Student Performance ◽  
Retrieval Practice ◽  
Exercise Physiology ◽  
Female Students ◽  
Male Students ◽  
Traditional Lecture ◽  
Male And Female ◽  
Team Based Learning ◽  
Exam Scores

There has been growing evidence that flipped teaching (FT) can increase student engagement. Traditional lecture-based teaching (TT) method was compared with FT and FT combined with retrieval practice (FTR) in a 400-level Exercise Physiology course over eight semesters. In the FT format, lecture content was assigned for students to prepare before class along with an online quiz. During class, the assigned content and quiz questions were reviewed, and a team-based learning (TBL) activity was conducted. Students found FT implementation three times a week (FT3) to be overwhelming, which led to reconfiguration of the FT design to minimize the quiz and TBL sessions to one per week. Subsequently, FT was combined with retrieval exercises (FTR), which involved recalling information, thus promoting retention. The students in the FTR format were given weekly quizzes in class, where no notes were allowed, which affected their quiz grade negatively compared with FT ( P < 0.0001). Again, no resources were permitted during FTR’s TBL sessions. When exam scores were compared with TT, student performance was significantly greater ( P < 0.001) with the FT and FTR methods, suggesting these methods are superior to TT. While both male and female students benefited from FT and FTR methods compared with TT ( P = 0.0008), male students benefited the most (( P = 0.0001). Similarly, when the exam scores were organized into upper and lower halves, both groups benefited from FT and FTR ( P < 0.0001) approaches. In conclusion, both FT and FTR methods benefit students more compared with TT, and male students are impacted the most.

Embedding a Culture of Active Learning in Cardiorespiratory Physiotherapy Education- Hybrid Team-based Learning (H-TBL)

2020 ◽  
Author(s):  
Shakila Devi Perumal
Keyword(s):  
Student Engagement ◽  
Student Performance ◽  
Student Perceptions ◽  
Learning Strategy ◽  
Active Engagement ◽  
Student Centered ◽  
Subject Knowledge ◽  
Team Based Learning ◽  
Physiotherapy Students

In recent years, team-based learning (TBL) is gaining popularity as a student-centered active collaborative learning strategy in healthcare education. This paper reports the design, implementation, and impact of a "hybrid team-based learning" (H-TBL) for one respiratory lecture in year two undergraduate physiotherapy program in 2019. A retrospective study was conducted, including 136 second-year undergraduate physiotherapy students using H-TBL design for one respiratory lecture topic. Student engagement was evaluated based on the percentage of completion for pre-class work, attendance to classroom session, and submission of formative creative assignment. Student' performance on formative creative task was evaluated based on thinking and learning rubric. Student perceptions were assessed based on the student's feedback using "Mentimeter." 109/ 136 (80%) students attended the COPD 2 session. 90/109 (82%) students engaged in COPD 1 (online) and tRAT in COPD 2 session. 54/109 (50%) students provided feedback and 67/90 (74%) students submitted formal formative creative assignment on completion of COPD 2 session. This study confirms that H-TBL enhances student's active engagement, creativity, and equilibration of their subject knowledge. Future randomized studies are mandated to explore the validity and specificity of H-TBL in diverse physiotherapy curriculum to evaluate the long-term student engagement and academic performance.

scholarly journals Embedding a Culture of Active Learning in Cardiorespiratory Physiotherapy Education- Hybrid Team-Based Learning(H-TBL)

2020 ◽  
Author(s):  
Shakila Devi Perumal
Keyword(s):  
Student Engagement ◽  
Student Performance ◽  
Student Perceptions ◽  
Learning Strategy ◽  
Active Engagement ◽  
Student Centered ◽  
Web Based ◽  
Subject Knowledge ◽  
Team Based Learning

In recent years, team-based learning (TBL) is gaining popularity as a student-centered active collaborative learning strategy in healthcare education. This paper reports the design, implementation, and impact of a "hybrid team-based learning" (H-TBL) for one respiratory lecture in year two undergraduate physiotherapy program in 2019. A retrospective study was conducted, including 136 second-year undergraduate physiotherapy students using H-TBL design for one respiratory lecture topic. Student engagement was evaluated based on the percentage of completion for pre-class work, attendance to classroom session, and submission of formative creative assignment. Student' performance on formative creative tasks was evaluated based on thinking and learning rubric. Student perceptions were assessed based on the student's feedback using "Mentimeter." 109/ 136 (80%) students attended the COPD 2 session. 90/109 (82%) students engaged in COPD 1 (web-based) and tRAT in COPD 2 session. 54/109 (50%) students provided feedback and 67/90 (74%) students submitted formal formative creative assignment on completion of COPD 2 session. This study confirms that H-TBL enhances student's active engagement, creativity, and equilibration of their subject knowledge. Future randomized studies are mandated to explore the validity and specificity of H-TBL in diverse physiotherapy curriculum to evaluate the long-term student engagement and academic performance.

scholarly journals You Can Lead Students to Water, but You Can't Make Them Think: An Assessment of Student Engagement and Learning through Student-Centered Teaching

2016 ◽  
Vol 16 (4) ◽  
pp. 33-43 ◽  
Author(s):  
Jennifer Bradford ◽  
Denise Mowder ◽  
Joy Bohte
Keyword(s):  
Criminal Justice ◽  
Student Engagement ◽  
Learning Outcomes ◽  
Empirical Evidence ◽  
Research Methods ◽  
Flipped Classroom ◽  
Student Learning Outcomes ◽  
Teaching Techniques ◽  
Student Centered ◽  
Team Based Learning

The current project conducted an assessment of three student-centered teaching techniques in a criminal justice and criminology research methods class: Team-Based Learning, Incentive-Based Learning, and Flipped Classroom. The project sought to ascertain to what extent these techniques improved or impacted student learning outcomes and engagement in this traditionally difficult course. Results provide empirical evidence that students were significantly engaged with the course and benefited from these pedagogical techniques.

Sign in / Sign up

Export Citation Format

Share Document