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 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.

Team-Based Learning in a Coaching Education Course: Impact on Student Learning

2020 ◽  
Vol 39 (1) ◽  
pp. 28-35
Author(s):  
Karen E. Collins ◽  
Catherine E. Overson ◽  
Victor A. Benassi
Keyword(s):  
Active Learning ◽  
Student Learning ◽  
Learning Outcomes ◽  
Student Performance ◽  
Teaching Strategy ◽  
Student Learning Outcomes ◽  
Learning Activities ◽  
Applied Learning ◽  
Coaching Education ◽  
Team Based Learning

Purpose: The authors implemented an active learning teaching strategy in a coaching education course utilizing a modified team-based learning (TBL) approach, assessing the learning benefits and satisfaction of students’ experience. Method: After reviewing preparatory background materials, 35 students responded in-class to prompts in developing coaching action plans. Students completed two in-class learning activities: one on their own (Solo) and one as a group (TBL). The authors examined student performance on exam transfer questions for the two activities. Later, students reported on their satisfaction with the learning activities. Results: Students performed better on exam transfer questions related to their TBL and Solo conditions (p < .003, d = 0.75). Students reported a preference for working in teams compared with working on their own in developing case studies (p < .06, d = 0.63). Discussion/Conclusion: Results highlight the benefits of TBL in a coaching education classroom emphasizing how preparation, collaboration, and applied learning activities impact student learning outcomes.

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 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.

scholarly journals Using Flipped Classroom and Team-Based Learning Techniques to Stimulate Higher Levels of Understanding in Developmental Psychopathology

2020 ◽  
pp. 147572572096498
Author(s):  
Yolanda van Beek
Keyword(s):  
Student Performance ◽  
Group Work ◽  
Flipped Classroom ◽  
Developmental Psychopathology ◽  
Learning Strategy ◽  
Teaching Method ◽  
Theoretical Knowledge ◽  
Learning Techniques ◽  
Team Based Learning ◽  
Level Of Understanding

In previous years students in the advanced bachelor course Developmental Psychopathology often failed examination questions where they had to apply theoretical knowledge to realistic clinical issues. Therefore, a new teaching method was implemented to improve students’ understanding. Flipped classroom (FC) and team-based learning (TBL) techniques were implemented, using six challenging authentic assignments. This study describes how these adaptations went along with student performance for three subsequent cohorts, where each cohort received more FC and TBL elements. In cohort 2 a semi-experimental design was used to study the effects of specific techniques. Moreover, it was investigated if students considered this approach useful, and whether it changed their learning strategy. Findings suggest that both FC and TBL techniques contributed to a higher level of understanding, particularly if group work took place in supervised tutorials with teacher feedback and discussion. Further research is required to investigate which specific elements were most effective.

scholarly journals An Intervention-Based Active-Learning Strategy To Enhance Student Performance in Mathematics

2018 ◽  
Vol 2 (1) ◽  
pp. 85 ◽  
Author(s):  
Gaganpreet Sidhu ◽  
Seshasai Srinivasan
Keyword(s):  
Active Learning ◽  
Learning Environment ◽  
Student Performance ◽  
Traditional Instruction ◽  
Learning Strategy ◽  
Intervention Strategy ◽  
Mathematics Courses ◽  
Final Grade ◽  
Control Section ◽  
Active Learning Strategy

Experiments were performed to study the effect of integrating an intervention strategy on student learning in an active learning environment in three different undergraduate mathematics courses. In these pedagogical experiments, the learning was measured via several subjective tests and the overall final grade for each course. For each course the comparison was made between two sections, one receiving the material via traditional instruction (control section) and the second receiving the material via instruction based on the active learning strategy (experimental section). It was found that students taught using the latter approach performed significantly better in the tests and exams, reflecting a good understanding of the material.

An Examination of First-Year University Students' Attitudes toward and Approaches to Learning Mathematics

1999 ◽  
Vol 85 (3) ◽  
pp. 809-816
Author(s):  
Andile Mji ◽  
Michael J. Glencross
Keyword(s):  
Learning Strategy ◽  
Attitudes Toward Mathematics ◽  
Approaches To Learning ◽  
First Year ◽  
Mathematics Students ◽  
Analytical Geometry ◽  
University Mathematics ◽  
Positive Attitudes ◽  
Students Attitudes ◽  
First Year University

The purpose was to analyze first-year university mathematics students' responses to a questionnaire which asked 93 students to report on their approaches to learning and attitudes toward mathematics. A majority of the students studying analytical geometry, calculus, and trigonometry had positive attitudes toward mathematics and preferred learning the subject by doing lots of examples to reproduce them, a learning strategy known as the ‘surface approach’.

scholarly journals Comparing active learning techniques: The effect of clickers and discussion groups on student perceptions and performance

2018 ◽  
Vol 34 (3) ◽  
Author(s):  
Ryan J. Walker ◽  
Brooke R. Spangler ◽  
E. Paige Lloyd ◽  
Bethany L. Walker ◽  
Peter M. Wessels ◽  
...  
Keyword(s):  
Active Learning ◽  
Student Performance ◽  
Student Perceptions ◽  
Discussion Groups ◽  
Negative Consequences ◽  
Learning Techniques ◽  
Quasi Experimental ◽  
Secondary Analyses ◽  
Students Attitudes ◽  
And Performance

Instructors often implement technology-based active learning pedagogies, such as clickers, to maximise student engagement and facilitate learning outcomes. Despite the abundance of clicker research, no work has directly compared student performance as well as student perceptions of clickers to a distinct, non-technological active learning pedagogy. Using a mixed methods quasi-experimental design, the current research compared clickers to a collaborative active learning pedagogy, student discussion groups. As predicted, clickers were evaluated more favourably than discussion groups. Qualitative analysis of students’ open-ended evaluations augmented these quantitative findings. Secondary analyses suggested that student performance was equivalent for clicker and discussion sections. Together, these results suggest that incorporating clickers into introduction courses may improve students’ attitudes towards the instructor’s pedagogy without any negative consequences for performance.

The QUIPPED Project: Students’ Attitudes Toward Integrating Interprofessional Education into the Curriculum

2013 ◽  
Vol 3 (1) ◽  
Author(s):  
Jennifer Medves ◽  
Margo Paterson ◽  
Teresa Broers ◽  
Wilma Hopman
Keyword(s):  
Physical Therapy ◽  
Health Professional ◽  
Interprofessional Education ◽  
Healthcare Providers ◽  
Radiation Technology ◽  
Student Groups ◽  
Patient Centred Care ◽  
Positive Attitudes ◽  
Students Attitudes ◽  
Practice Patient

Background: Healthcare learners are the future healthcare providers. The preparationthey receive in their pre-registration programs will be vital to ensuring that they practice patient-centred care. One approach to this learning model is interprofessional education (IPE).Methods and Findings: Learner attitudes towards interprofessional education and practice were obtained over a thirty-three month period from the Queen’s University Inter-Professional Patient-centred Education Direction (QUIPPED) project. Attitudes were measured by questionnaires based on a 6-point Likert scale. The learners received a number of opportunities to engage in IPE and demonstrated positive attitudes. The degree to which one or more educational initiatives can make a difference in attitude is limited. However, over the course of the project both statistically significant and clinically meaningful differences were found. Different health professional student groups, including medical, medical radiation technology, nursing, occupational therapy, and physical therapy learners varied in their attitudinal responses, demonstrating they have already acquired professional identity.Conclusions: Recommendations include offering varied opportunities to learners, and providing them with the tools to communicate and collaborate together. Limitations include a lack of empirical evidence as to whether IPE translates into interprofessional practice and better patient-centred care.

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