scholarly journals Multistation exercises: a combination of problem-based learning and team-based learning instructional design for large-enrollment classes

2018 ◽  
Vol 42 (3) ◽  
pp. 424-428 ◽  
Author(s):  
Nikhilesh Singh ◽  
Richa Gupta ◽  
V. N. Mahalakshmi
Keyword(s):  
Active Learning ◽  
Faculty Member ◽  
Learning Strategy ◽  
Intervention Group ◽  
Problem Based Learning ◽  
Learning Session ◽  
Related Item ◽  
Large Group ◽  
Team Based Learning ◽  
Quartile Group

To introduce active learning session for a large group of 250 students, we combined the strengths of problem-based learning and team-based learning to promote a structured active learning strategy with less faculty involvement. For the implementation of this strategy, a case on anemia was selected based on the module already covered in classes. Structured exercises were preplanned on six different concepts that a student should possess for solving the problem. The large group of 250 students was divided into groups of 41 or 42 each. The groups were facilitated by one faculty member for one structured exercise. At the station, the group of 41 or 42 was further broken down into 6 smaller groups comprising 7 students each. After completion of the exercise, students cycled to the next exercise station facilitated by another faculty member. The case was solved in a plenary session. The effectiveness of the method was assessed by comparing the academic performance of the group with other similar groups from the previous year. The intervention group performed significantly better than the nonintervention group on the related item. Quartile subanalysis found that the effect was present in the performance of average and higher quartile groups, but not in the lower quartile group.

scholarly journals Students perceive Team-Based Learning facilitates development of graduate learning outcomes and professional skills

2018 ◽  
Vol 9 (1) ◽  
pp. 93-113 ◽  
Author(s):  
Judy Currey ◽  
Stephanie K. Sprogis ◽  
Gabby Burdeu ◽  
Julie Considine ◽  
Joshua Andrew Allen ◽  
...  
Keyword(s):  
Critical Thinking ◽  
Nursing Students ◽  
Problem Solving ◽  
Active Learning ◽  
Learning Outcomes ◽  
Learning Strategy ◽  
Self Management ◽  
Professional Skills ◽  
Team Based Learning ◽  
Active Learning Strategy

In tertiary education, generic professional skills should be developed along with discipline-specific knowledge and skills. Team-Based Learning (TBL), an active learning strategy, creates deep learning and enhanced student engagement; however, its effects on the development of generic learning outcomes are unknown. The aim of this study was to evaluate postgraduate specialty nursing students’ perspectives of how TBL impacts the acquisition of skills defined by the university’s eight Graduate Learning Outcomes (GLOs). A descriptive exploratory design was used in this study. Postgraduate nursing students in 2016-2017 at one university were invited to participate. Data were collected via demographic survey, a ranking tool, and written reflections. Data were analysed using descriptive statistics and content analysis. The response rate was 97.2 per cent (172/177). Participants were mostly females (n=152, 88.4%) aged 25–34 years (n=115, 66.9%). Student (n=156) rankings showed TBL contributed to the acquisition of critical thinking (n=90, 57.7%) and problem solving skills (n=56, 35.9%) the most. Students (n=144) made 2719 comments regarding how TBL led to the acquisition of GLOs in written reflections. Almost 98 per cent (n=2657) of all reflective comments were positive. All students mentioned at least one GLO positively due to TBL. Most positive reflections related to self-management (n=520, 19.6%) and communication (n=434, 16.3%).Postgraduate specialty nursing students perceived TBL classes contributed to the acquisition of their university’s GLOs, particularly critical thinking, problem solving, and self-management skills. The active learning strategy of TBL facilitates learning and engagement, and the attainment of essential professional attributes which are highly valued by employers.

Students’ perceived predictors of an effective active learning/problem-based learning session: a pilot study

2016 ◽  
Vol 46 (1) ◽  
pp. 42-46 ◽  
Author(s):  
Sabrina A. Jacob ◽  
Tahir M. Khan ◽  
Priyia Pusparajah ◽  
Saraswati S. Velu ◽  
Learn Han Lee ◽  
...  
Keyword(s):  
Pilot Study ◽  
Active Learning ◽  
Problem Based Learning ◽  
Learning Problem ◽  
Learning Session

Team-Based Learning, a Learning Strategy for Clinical Reasoning, in Students with Problem-Based Learning Tutorial Experiences

2012 ◽  
Vol 227 (1) ◽  
pp. 23-29 ◽  
Author(s):  
Yumiko Okubo ◽  
Naoko Ishiguro ◽  
Taiyo Suganuma ◽  
Toshio Nishikawa ◽  
Toshio Takubo ◽  
...  
Keyword(s):  
Clinical Reasoning ◽  
Learning Strategy ◽  
Problem Based Learning ◽  
Team Based Learning

scholarly journals Problem-Based Learning and Team-Based Learning: Strengths, Weakness and Assessment Reliability.

2020 ◽  
pp. 1-6
Author(s):  
Mohamed El-Khawanky
Keyword(s):  
Learning Strategy ◽  
Problem Based Learning ◽  
Cross Sectional Study ◽  
Educational Process ◽  
Assessment Methods ◽  
Undergraduate Medical Students ◽  
Cross Sectional ◽  
Advantages And Disadvantages ◽  
Final Theory ◽  
Team Based Learning

Context: Team-Based Learning like Problem-Based Learning is a student-centered learning strategy. In TBL the students have a pre-defined reading assignment for later discussion. While in PBL students learn their problem in two sessions. Both have advantages and disadvantages. One of the main important points for evaluating the effectiveness of an educational model is its ability to assess the students’ level adequately. Aims: To assess the reliability of TBL and PBL as assessment methods. In addition, to identify the weaknesses and strengths we faced during application. Settings and Design: A cross-sectional study was conducted on 29 undergraduate medical students. Methods and Material: The reliability of TBL and PBL as assessment methods were evaluated through a correlation with other assessment methods. Statistical analysis used: The collected data was analyzed using the SPSS statistical software (IBM SPSS Statistics 20). Results: TBL assessment showed a positive correlation with quizzes, final practical exam, final theory and total degrees, while PBL assessment did not show any correlation with any of the assessment methods. Conclusion: TBL is reliable method for assessment while PBL is not. The integration of the two learning modalities has a synergistic effect in order to boost the success of the educational process.

scholarly journals The Effects of Team-Based Learning on Students’ Attitudes and Students’ Performances in Introductory Sociology Classes

2015 ◽  
pp. 53-67 ◽  
Author(s):  
Mark Killian ◽  
Hara Bastas
Keyword(s):  
Active Learning ◽  
Student Performance ◽  
Learning Strategy ◽  
Student Groups ◽  
The Public ◽  
Positive Attitudes ◽  
Team Based Learning ◽  
Students Attitudes ◽  
Introductory Class ◽  
Introductory Classes

Relevant in many academic contexts, recent scholarship in sociology has challenged departments to improve the public face of the discipline through introductory classes. However, this scholarship has not addressed how departments can improve the discipline’s public face while maintaining student performance. It is one thing to create an engaging introductory class; it is another to create an engaging introductory class that ensures student learning. One way to possibly achieve the latter is to implement innovative instructional methods that promote active learning. As documented in various fields, one such method is Team-Based Learning (TBL), an active-learning strategy that uses student groups to teach concepts and their applications. Literature has highlighted the success of TBL on students’ perceptions of classes, but reported ambiguous results concerning improved students’ performances. In this article we deviate from previous research, by examining the effect of TBL on students’ attitudes toward sociology (e.g. the public face of the discipline) as well as students’ performances. Results indicate that, as opposed to lecture-based classes, students in TBL classes have much more positive attitudes toward the discipline, while demonstrating equivalent performances. Consequently, we argue that, as long as students’ performances are maintained, academic departments should put time and effort into converting introductory courses into environments of active learning in order to improve the discipline’s public face.

scholarly journals Team-Based Learning, a Learning Strategy for Clinical Reasoning, in Students with Problem-Based Learning Tutorial Experiences

2016 ◽  
Vol 240 (2) ◽  
pp. 181-181 ◽  
Author(s):  
Yumiko Okubo ◽  
Naoko Ishiguro ◽  
Taiyo Suganuma ◽  
Toshio Nishikawa ◽  
Toshio Takubo ◽  
...  
Keyword(s):  
Clinical Reasoning ◽  
Learning Strategy ◽  
Problem Based Learning ◽  
Team Based Learning

PENGARUH STRATEGI PEMBELAJARAN DAN TIPE KEPRIBADIAN SISWA TERHADAP HASIL BELAJAR EKONOMI

2017 ◽  
Vol 10 (2) ◽  
pp. 151
Author(s):  
Harningsih Fitri Situmorang
Keyword(s):  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Problem Based Learning ◽  
Personality Type ◽  
Student Learning Outcomes ◽  
Personality Types ◽  
Descriptive Statistics ◽  
Scheffe Test ◽  
Inferential Statistic

Abstrak: Penelitian ini bertujuan :(1) Untuk mengetahui hasil belajar ekonomi siswa yang diajar dengan strategi pembelajaran berbasis masalah lebih tinggi dari siswa yang diajar dengan strategi pembelajaran ekspositori. (2) Untuk mengetahui hasil belajar  ekonomi siswa yang memiliki tipe kepribadian ekstrovert dan siswa yang memiliki kepribadian introvert. (3) Untuk mengetahui interaksi antara strategi pembelajaran dengan tipe kepribadian  terhadap hasil belajar Ekonomi. Metode penelitian yang digunakan adalah kuasi eksperimen dengan desain faktorial 2 x 2. Uji statistik yang digunakan adalah statistik deskriptif untuk menyajikan data dan dilanjutkan dengan statistik inferensial dengan menggunakan ANAVA dua jalur dengan taraf signifikan α = 0,05 yang dilanjutkan dengan uji Scheffe. Hasil penelitian menunjukkan: (1) hasil belajar ekonomi siswa yang diajarkan dengan strategi pembelajaran berbasis masalah lebih tinggi dari pada hasil belajar ekonomi siswa yang diajarkan dengan strategi pembelajaran ekspositori; (2) hasil belajar ekonomi siswa yang memiliki kepribadian ekstrovert lebih tinggi dari pada hasil belajar ekonomi siswa yang memiliki tipe kepribadian introvert; (3) terdapat interaksi antara strategi pembelajaran dengan tipe kepribadian  dalam mempengaruhi hasil belajar siswa. Hipotesis ini menunjukkan bahwa strategi pembelajaran berbasis masalah lebih tepat daripada model pembelajaran ekspositori dalam meningkatkan hasil belajar ekonomi siswa, dan siswa yang memiliki tipe kepribadian ekstrovert akan memperoleh hasil yang lebih baik dari pada siswa yang memiliki tipe kepribadian introvert. Kata Kunci: strategi pembelajaran, tipe kepribadian, hasil belajar ekonomi. Abstract: This study aims: (1) To find out the results of students' economic learning taught by problem-based learning strategy is higher than students who are taught by expository learning strategy. (2) To know the economic learning result of students who have extrovert personality type and students who have introverted personality. (3) To know the interaction between learning strategy with personality type to Economic learning result. The research method used is quasi experiment with 2 x 2 factorial design. Statistical test used is descriptive statistics to present the data and continued with inferential statistic by using two way ANOVA with significant level α = 0,05 followed by Scheffe test. The results showed: (1) the students 'economic learning outcomes taught with problem-based learning strategy is higher than the students' economic learning outcomes taught with expository learning strategies; (2) the students 'economic learning outcomes that have extroverted personality is higher than the students' economic learning outcomes that have introverted personality types; (3) there is interaction between learning strategy with personality type in influencing student learning outcomes. This hypothesis suggests that problem-based learning strategies are more appropriate than expository learning models in improving students' economic learning outcomes, and students with extroverted personality types will achieve better outcomes than students with introverted personality types. Keywords: learning strategy, personality type, economic learning result

THE EFFECT OF LEARNING STRATEGY ON MATHEMATICS LEARNING OUTCOMES IN CLASS IV STUDENTS AT PRIMARY SCHOOL 09 KABA WETAN

2020 ◽  
Vol 3 (1) ◽  
pp. 67-83
Author(s):  
Ahmad Abdul Rochim ◽  
Siti Bandiah
Keyword(s):  
Learning Outcomes ◽  
Learning Strategies ◽  
Design Research ◽  
Learning Strategy ◽  
Interactive Learning ◽  
Mathematics Learning ◽  
Problem Based Learning ◽  
Sampling Technique ◽  
Analysis Technique ◽  
Class Iv

The accuracy in choosing a learning strategy is a very important part in efforts to improve the achievement of student learning outcomes. Therefore this study aims to determine the effect of learning strategies on mathematics learning outcomes. This study uses a 2x2 factorial design research. Through this design the effects of Interactive learning strategies and problem-based learning will be compared to student mathematics learning outcomes. The population in this study were all students of grade IV SDN 09 Kaba Wetan, totaling 76 students, consisting of 2 classes. To determine the sample class, a random sampling technique is used. The sample classes used were 2 classes totaling 76 students, class IV-A as an Interactive class and class IV-B as a problem-based class. The data analysis technique used is descriptive and inferential statistical techniques. And testing the analysis requirements is the normality test using the Lilifors Test, while the homogeneity requirements are using the F Test and Barlett Test. After testing the analysis requirements, the two-way variance analysis of Analilsis is performed. The results of this study indicate that there is an interaction effect between learning strategies on student mathematics learning outcomes. So that the selection of appropriate learning strategies is influenced by the ability of teachers to understand the characteristics of their students. In the learning strategy applied by the teacher can optimize student mathematics learning outcomes by choosing class strategies namely Interactive learning and problem based learning classes.

scholarly journals A transferable active-learning strategy for reactive molecular force fields

2021 ◽  
Author(s):  
Tom Young ◽  
Tristan Johnston-Wood ◽  
Volker L. Deringer ◽  
Fernanda Duarte
Keyword(s):  
Machine Learning ◽  
Active Learning ◽  
Learning Strategy ◽  
Force Fields ◽  
Molecular Simulations ◽  
Quantum Mechanical ◽  
Interatomic Potentials ◽  
Molecular Force ◽  
High Level ◽  
Active Learning Strategy

Predictive molecular simulations require fast, accurate and reactive interatomic potentials. Machine learning offers a promising approach to construct such potentials by fitting energies and forces to high-level quantum-mechanical data, but...

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