scholarly journals The Effects of Team-Based Learning Education on Critical Thinking, Interpersonal Relationships, Self-Leadership and Academic Major Satisfaction

2020 ◽  
Vol 4 (1) ◽  
pp. 7-14
Author(s):  
Suk-Young Lee ◽  
◽  
Seung-Ju Kang* ◽  
Keyword(s):  
Critical Thinking ◽  
Interpersonal Relationships ◽  
Academic Major ◽  
Major Satisfaction ◽  
Team Based Learning

scholarly journals Hybrid team based learning-personalised education for teaching epidemiology in public health degrees

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
T Ha ◽  
B Kemp ◽  
M Wallace
Keyword(s):  
Public Health ◽  
Critical Thinking ◽  
Academic Success ◽  
Failure Rate ◽  
Teaching Strategy ◽  
Weighted Average ◽  
University Education ◽  
Average Score ◽  
Team Based Learning ◽  
The Subject

Abstract Background University education in Australia and internationally involves teaching diverse students: in terms of age, life experience, previous degrees completed, and level of English competency. In Australia the Bachelors of Public Health (BPH) at The University of Wollongong, epidemiology is a core subject. It aims to equip students with the knowledge and skills needed to design, critique and interpret studies that investigate why different populations experience different health outcomes. A student-centred learning strategy; Hybrid Team Based Learning and Personalised Education teaching strategy (HTBL-PE) was created to maximise academic success. Each phase has a distinct purpose based on learning theories (e.g. TBL, Bloom's taxonomy and Vygotsky). HTBL-PE aims to systematically build students abilities; strengthen self-confidence and belief, by teaching the way students learn and harnessing the capabilities of the team to strengthen the individual. Objectives HTBL-PE was evaluated in spring 2019 in the BPH, where their experiences at the beginning and end of semester were measured. Results In total 73 out of 84 enrolled students provided data at both time-points (87%). At the end of the semester, the vast majority of students indicated their interest in epidemiology had increased (93%), critical thinking had improved (92%), and confidence as independent learners had increased (86%). Outcomes did not differ significantly by gender or across learning styles. More than two thirds of students had already applied learnings from this subject in other settings (67%). Students' final mark for this subject was significantly higher than their Weighted Average Mark (WAM) prior to the semester (+17.4, p < 0.001). Average scores for the subject were > 84/100 with a < 0.5% failure rate. Conclusions HTBL-PE has positive learning outcomes; low failure rates, increased confidence in learning and themselves, increased interest in epidemiology and high overall scores in the subject. Key messages An effective new innovative teaching strategy resulted in a subject average score > 84/100 and <0.5% failure rate. The vast majority of students reported increased confidence as independent lifelong learners, critical thinking, confidence in epidemiology (knowledge, skills, and attitudes) and themselves.

scholarly journals EXPLORATION STUDY COMPARING THE EFFECTIVENESS OF METHOD OF TALKS WITH TEAM-BASED LEARNING METHOD

Vidya Karya ◽  
2017 ◽  
Vol 32 (1) ◽  
Author(s):  
Sumiati Sumiati
Keyword(s):  
Critical Thinking ◽  
Learning Environment ◽  
Oral Communication ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Material ◽  
Learning Method ◽  
Lecture Method ◽  
Peer Discussion ◽  
Team Based Learning

Abstract- The review was affected by fundamental issues about how to best convey the learning material of Sociology. Team-Based Learning is accepted as a method of learning that can develop critical thinking skills. Team-Based Learning emphasizes opportunities for students to develop the ability to cooperate because it gives greater weight to the discussion (peer discussion) compared to learning by lecture method. This study aimed to determine whether a lecture or Team Based Learning teaches the content material better, develops skills, such as critical thinking; and creates a learning environment that is fun in learning Sociology. Data collection techniques in this study were conducted thorugh the study of literature from books and the results of previous research. The results of this study concluded that Team Based Learning method can improve oral communication and critical thinking skills, and create a more pleasant learning environment than lecture method. Keywords: Effectiveness, Team-based learning, Sociology Abstrak. Kajian ini dipengaruhi oleh isu mendasar tentang bagaimana cara terbaik dalam menyampaikan materi pembelajaran Sosiologi. Team-Based Learning diterima sebagai metode pembelajaran yang dapat mengembangkan kemampuan berpikir kritis. Team-Based Learning menekankan pada kesempatan bagi siswa untuk mengembangkan kemampuan bekerja sama karena memberi bobot lebih besar pada kegiatan diskusi (peer discussion) dibandingkan pembelajaran dengan metode ceramah. Penelitian ini bertujuan untuk mengetahui dari dua metode yaitu ceramah atau Team Based Learning, metode mana yang lebih baik dalam mengajarkan materi, mengembangkan keterampilan, seperti berpikir kritis; dan menciptakan lingkungan belajar yang menyenangkan dalam belajar Sosiologi. Teknik pengumpulan data dalam penelitian ini dilakukan melalui studi literatur hasil-hasil penelitian terdahulu. Hasil penelitian menyimpulkan bahwa metode Team Based Learning dapat meningkatkan komunikasi lisan dan kemampuan berpikir kritis, serta menciptakan lingkungan belajar yang lebih menyenangkan daripada metode ceramah.  Kata Kunci: keefektifan, pembelajaran berbasis kelompok, sosiologi

Problem Solving, Critical Thinking, And Case Analysis

2006 ◽  
Vol 3 (9) ◽  
Author(s):  
Virginia Anne Taylor
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Active Learning ◽  
Interpersonal Relationships ◽  
Faculty Members ◽  
Analysis Model ◽  
Life Long Learning ◽  
The Subject ◽  
Constructing Knowledge ◽  
Goal Conflicts

Today, some faculty members are trying to show students how to learn, not just teach them the subject matter. These faculty members believe that the acquisition of life-long learning skills will enhance a student's intellectual growth well beyond the semester's coursework. A typical active learning approach emphasizes the students' role in constructing knowledge by engaging in inquiry, critical thinking, and problem solving. The first part of this paper discusses what active learning is and why it is desirable; the second part suggests how to use two sided pedagogical approach, the A is for Analysis model (Taylor, 1998 ) and problem-based learning (Gallagher, 1997), to implement the concepts and help students recognize that context creates complexity. It is an experiential learning exercise that focuses on interpersonal relationships, goal conflicts, self­ awareness and social awareness of relationships.

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