The Use of Team-Based Learning as an Approach to Increased Engagement and Learning for Marketing Students

2012 ◽  
Vol 34 (2) ◽  
pp. 128-139 ◽  
Author(s):  
Paul Chad
Keyword(s):  
Student Engagement ◽  
Teaching Strategy ◽  
Positive Influence ◽  
Student Interest ◽  
Innovative Teaching ◽  
Marketing Education ◽  
Team Based Learning ◽  
First Time ◽  
Marketing Educators

Marketing educators are often faced with poor preclass preparation by students, declining student interest in attending classes as the semester progresses, and student complaints regarding previous bad experiences with team assessment activities. Team-based learning (TBL) is an innovative teaching strategy using semiformalized guidelines aimed to enhance student engagement and improve teamwork and, hence, overcome the typical problems faced by educators. This case study examines the first-time use of TBL in a postgraduate marketing subject at an Australian university. The results indicate that the TBL innovation has a positive influence on student engagement and offers opportunities to assist learning. The study concludes that TBL is an effective teaching process enabling educators to offer students enhanced and stimulating learning experiences. The case study contributes to the marketing education literature by assessing the first-time TBL experience of students and educator. Key issues addressed are student engagement, opportunities for learning, and the benefits of teamwork in preparing students for the workforce. Significantly, the research also offers practical advice for marketing educators desirous of developing and implementing effective and engaging pedagogy via TBL.

scholarly journals Factors that Encourage Student Engagement: Insights from a Case Study of ‘First Time’ Students in a New Zealand University.

2011 ◽  
Vol 8 (1) ◽  
pp. 81-96
Author(s):  
Barbara Russell ◽  
◽  
Gloria R L Slater ◽  
Keyword(s):  
New Zealand ◽  
Student Engagement ◽  
Conceptual Model ◽  
Tertiary Education ◽  
Research Question ◽  
Education Programme ◽  
Active Citizenship ◽  
Structured Interviews ◽  
First Time

This case study reports on the findings from one of nine tertiary institutions that took part in a project funded by the Teaching and Learning Research Initiative (TLRI) in New Zealand. The research question explored how institutional and non institutional learning environments influence student engagement with learning in a higher education, university setting. Data was collected initially by means of a questionnaire; subsequently more in-depth data was gathered through semi-structured interviews with students randomly selected from those who indicated, on the questionnaire, that they were willing to be interviewed. Respondents were enrolled for the first time in this institution, but not necessarily for the first time in a tertiary education programme. A conceptual model with four strands: motivation and agency; transactional engagement; institutional support and active citizenship was used to organise the data. Findings were analysed against a synthesis of current literature and suggest that factors identified in the first three strands of the conceptual model played a significant role in student engagement with learning; active citizenship, however, did not feature highly in student responses and is an aspect of engagement that could benefit from further research.

scholarly journals 315A new strategy for teaching Epidemiology in Public Health Education: Hybrid Team Based Learning-Personalised Education

2021 ◽  
Vol 50 (Supplement_1) ◽  
Author(s):  
Tam Ha ◽  
Byron Kemp ◽  
Margaret Wallace
Keyword(s):  
Public Health ◽  
Learning Styles ◽  
Teaching Strategy ◽  
Weighted Average ◽  
Public Health Education ◽  
Innovative Teaching ◽  
Self Confidence ◽  
Team Based Learning ◽  
New Strategy ◽  
The Individual

Abstract Focus of Presentation Hybrid Team Based Learning and Personalised Education (HTBL-PE) is an unique student-centred teaching strategy used to teach epidemiology in the Bachelors of Public Health at the University of Wollongong. It aims to systematically build abilities in epidemiology; strengthen self-confidence and belief, by teaching the way students learn and harnessing team’s capabilities to strengthen the individual. Findings 73 out of 84 students enrolled in Spring 2019, completed surveys at the beginning and end of semester (87%). At the end of semester, the vast majority of students indicated their interest in epidemiology increased (93%), critical thinking had improved (92%), and their confidence as independent learners had increased (86%). More than two thirds of the students had already applied learnings from this subject in other settings (67%). In general, these outcomes did not differ significantly by gender or across learning styles. Students’ final mark for this subject was significantly higher than their Weighted Average Mark (WAM) prior to the semester (+17.4, p < 0.001). Mean scores were >84/100 overall for the subject (<0.5% failure rate). Conclusions HTBL-PE is a new, innovative teaching strategy with low failure rates and high mean scores. Successful attainment of learning outcomes did not differ across gender or learnings styles. Key messages HTBL-PE is an effective teaching strategy with positive student outcomes. It caters to a variety of students and learning styles with evidence students have applied these techniques to other learning settings.

Using Elements of Team-Based Learning in an Introductory Social Work Course

2013 ◽  
Vol 18 (1) ◽  
pp. 233-240
Author(s):  
Jessica Averitt Taylor ◽  
Tara McLendon
Keyword(s):  
Social Work ◽  
Student Engagement ◽  
Active Learning ◽  
Literature Review ◽  
Social Work Education ◽  
Teaching Strategy ◽  
Assistant Professor ◽  
Team Based Learning ◽  
Work Education ◽  
Newly Hired

This article describes the application of specific elements of team-based learning in an introductory social work course. The second author “inherited” the course when she arrived on campus as a newly hired assistant professor. Although the course was thoroughly developed and highly regarded by faculty and students, the second author felt a sense of disconnect among students, as well as between students and herself. In an effort to increase student engagement and active learning, facets of team-based learning were implemented in this introductory social work course beginning in the fall of 2011, with the first author using this teaching strategy since the fall of 2012. This article includes a brief literature review specific to team-based learning, a description of components of this teaching strategy employed in the course, instructors’ observations, and student commentary regarding team-based learning in this course. Finally, the article concludes with implications for baccalaureate social work education.

scholarly journals Team-based learning in large enrollment classes

2016 ◽  
Vol 40 (4) ◽  
pp. 435-442 ◽  
Author(s):  
Jonathan D. Kibble ◽  
Christine Bellew ◽  
Abdo Asmar ◽  
Lisa Barkley
Keyword(s):  
Classroom Management ◽  
Teaching And Learning ◽  
Teaching Method ◽  
Current Evidence ◽  
Critical Elements ◽  
First Case ◽  
Team Based Learning ◽  
Large Enrollment ◽  
First Time

The goal of this review is to highlight the key elements needed to successfully deploy team-based learning (TBL) in any class, but especially in large enrolment classes, where smooth logistics are essential. The text is based on a lecture and workshop given at the American Physiological Society's Institute on Teaching and Learning in Madison, WI, in June 2016. After a short overview of the TBL method, its underpinning in learning theory, and a summary of current evidence for its effectiveness, we present two case studies from our own teaching practices in a new medical school. The first case study explores critical elements of design and planning for a TBL module, and the second explores best practices in classroom management. As medical educators in the fields of physiology, pediatrics, nephrology, and family medicine, we present the objective views of subject matter experts who adopted TBL as one teaching method rather than TBL experts or advocates per se. The review is aimed primarily at faculty contemplating using TBL for the first time who are interested in exploring the significant benefits and challenges of TBL.

scholarly journals A case study of teachers' perceptions of student engagement in one Midwest rural high school

2017 ◽  
Author(s):  
◽  
Dasha D. Davis
Keyword(s):  
High School ◽  
Student Engagement ◽  
Learning Styles ◽  
Student Interest ◽  
Teachers Perceptions ◽  
Teacher Relationships ◽  
Rural High School ◽  
Poor Outcomes ◽  
Development Center

This qualitative study examines teachers' perceptions of student engagement in one Midwest rural high school. The researcher examined teacher, administrator, and members of the regional professional development center responses through interviews regarding engagement definitions, factors, obstacles, importance to achievement, training, strategies, and teacher knowing-doing gap. Definitions of engagement included what students were doing, and what they were thinking in relation to the academic focus. Factors, such as teacher relationships, student interest, and relevance sometimes turned into obstacles if there were poor outcomes of the factors. Themes of strategies included using a variety of teaching practices for all learning styles, and structure or choice of learning activities.

scholarly journals Método inovador de ensino para a prática de suturas de pele

2019 ◽  
Vol 7 (14) ◽  
pp. 282
Author(s):  
Emannuella Araújo de Oliveira ◽  
Lenilda Austrilino
Keyword(s):  
Skill Acquisition ◽  
Teaching Strategy ◽  
Outpatient Setting ◽  
Innovative Teaching ◽  
Synthetic Materials ◽  
Suturing Techniques ◽  
De Medicina ◽  
Bench Model ◽  
Simulated Training

Resumo: Este trabalho tem como objetivo mostrar potencialidades de um método inovador de ensino, para prática de sutura de pele, usando materiais orgânicos e sintéticos. Trata-se de um estudo de caso com discentes de medicina, participantes de oficina realizada aplicando técnicas básicas de sutura de pele, com treinamento simulado em três consistências de tecidos. Os dados coletados com questionários e observações avaliando desempenho discente e efetividade do método. As suturas realizadas em EVA, berinjela e língua de boi utilizando ponto simples, simples invertido, Donatti, U horizontal, sutura contínua e intradérmica, compuseram seis estações de avaliação. Após a prática na bancada, os discentes vivenciaram situação real em ambiente ambulatorial. Os discentes foram avaliados com conceitos bom e regular, inclusive na prática ambulatorial, mostra que o método de sutura em consistências diferentes favorece a aprendizagem. A estratégia utilizando material com diversas texturas mostrou-se efetivo para desenvolver habilidades e aquisição de competências para prática de sutura de pele. A oficina despertou interesse para especialidade cirúrgica.Palavras-chave: Educação Médica; Materiais de Ensino; Modelos Educacionais; Cirurgia Técnicas de Sutura; Procedimentos Cirúrgicos Ambulatoriais. Innovative teaching model for the practice of skin suturingAbstract: The objective shows the potentialities of a bench model using organic and synthetic materials, designed to development and skill acquisition in skin suturing. Method: Case study with students of the medical school. A workshop was held to practice skin sutures, providing basic suture techniques with simulated training in three tissue consistencies. Data were collected from the application of questionnaires and observation. After practicing in this bench model, the students had the opportunity to experience real situation in an outpatient setting. Results: On the workbench the sutures were made in the following materials EVA, eggplant and ox tongue, using simple point, simple inverted, Donatti, U horizontal, continuous and intradermal suture. The results show that practice in different consistencies favors learning. Conclusion: The teaching strategy proved effective for the development of skills and acquisition of skills necessary for the practice of skin suture. The workshop aroused interest for the surgical specialty.Keywords: Medical Education; Surgery; Suturing Techniques; Outpatient Surgical; Educational Model. 

scholarly journals A Model for Easily Incorporating Team-Based Learning into Nursing Education

2010 ◽  
Vol 7 (1) ◽  
Author(s):  
Heidi A. Mennenga ◽  
Tish Smyer
Keyword(s):  
Nursing Education ◽  
Learning Environment ◽  
Teaching Strategies ◽  
Teaching And Learning ◽  
Teaching Strategy ◽  
National Council ◽  
Innovative Teaching ◽  
Innovative Strategy ◽  
Interprofessional Teamwork ◽  
Team Based Learning

A sense of urgency exists among nurse educators to determine the best possible teaching strategies to create a rich, engaging learning environment for students. With the calls for transformation, innovation, and excellence in nursing education from the American Association of Colleges of Nursing, the National Council of State Boards of Nursing, and the National League for Nursing, educators may determine that current teaching strategies fall short. Team-based learning, an innovative teaching strategy, offers educators a structured, student-centered learning environment and may be effective in teaching necessary skills to students. An overview of how this strategy fosters many of the essential concepts, such as critical thinking, professionalism, communication, and interprofessional teamwork, is presented. Additionally, this article offers a clearly delineated "recipe" for implementing team-based learning in the classroom. This innovative strategy has the potential to transform nursing education and provide a positive teaching and learning environment for both educators and students.

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