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 Student and Faculty Perceptions of OpenStax in High Enrollment Courses

2017 ◽  
Vol 18 (5) ◽  
Author(s):  
C. Edward Watson ◽  
Denise P. Domizi ◽  
Sherry A. Clouser
Keyword(s):  
Higher Education ◽  
Faculty Perceptions ◽  
Public Funding ◽  
Public Higher Education ◽  
Faculty Experiences ◽  
Biology Textbook ◽  
Course Redesign ◽  
Open Education Resources ◽  
Online Format ◽  
The Cost

<p class="3">As public funding for higher education decreases and the cost to students to attend college increases, universities are searching for strategies that save students money while also increasing their chances for success. Using free online textbooks is one such strategy, and the OpenStax College initiative at Rice University is one of the most widely recognized producers of such materials. Through a mixed method approach, this article examines the student and faculty experiences of adopting and using an OpenStax textbook. With 1,299 student participants, it was found that students greatly value the quality, attributes, and the cost of the OpenStax Biology textbook, though minor concerns were raised about its online format. Faculty adoption of a free textbook provides unique opportunities for course redesign and improvement, and the approach employed in this course transformation context resulted in clearly articulated learning outcomes, a fully realized structure in the course’s learning management system, and improvements to instructional practice. The student, faculty, and course benefits of this study offer a compelling argument for the adoption of high quality open education resources (OER) in public higher education contexts.</p>

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 ‘Incentivised reading’- Using an online VLE to measure engagement and attainment in student learning.

2017 ◽  
Vol 5 (11) ◽  
pp. 74-86
Author(s):  
Louise Helen Beard
Keyword(s):  
Student Engagement ◽  
Student Learning ◽  
Student Motivation ◽  
Student Feedback ◽  
Online Assessment ◽  
Teaching Resources ◽  
Qualitative Feedback ◽  
Online Assignments ◽  
High Engagement ◽  
Study Student

Virtual Learning Environments (VLEs) can be used as a resource repository but also as an environment to encourage independent student learning. Customised online assignments that can be assembled by the lecturer can be found in teaching resources such as Mastering Biology, developed by Pearson Publishers. In this study, student engagement in both summative and formative assignments was measured, and student attainment and qualitative feedback on the use of Mastering Biology was collected.During the period 2010-2017, the online VLE Mastering Biology was used to create online summative assignments and promoted to the students as ‘incentivized reading.'The results showed high student engagement in summative online assessment (94±3.2%) but lower engagement in formative online assessment (34±10.9%) and DSM assessment (36±3.5%) across all years. Student attainment increased after the introduction of Mastering Biology, in coursework (+13.2%), exams (+12.5%) and total module scores (+10.6%). Importantly, student feedback was also very positive about the implementation of Mastering Biology.This study suggests that students display high engagement with the summative online assessment. Lower engagement in formative assessment could be due to differences in student motivation. Lack of engagement in this assessment could be used to identify disengaged students and intervention and extra support could be given.

Comparison of lecture and team-based learning in medical ethics education

2017 ◽  
Vol 26 (3) ◽  
pp. 903-913 ◽  
Author(s):  
Levent Ozgonul ◽  
Mustafa Kemal Alimoglu
Keyword(s):  
Medical Ethics ◽  
Student Satisfaction ◽  
Ethics Education ◽  
Knowledge Retention ◽  
Short Term ◽  
Learner Engagement ◽  
Medical Ethics Education ◽  
Team Based Learning ◽  
Long Term Retention

Background: Medical education literature suggests that ethics education should be learner-centered and problem-based rather than theory-based. Team-based learning is an appropriate method for this suggestion. However, its effectiveness was not investigated enough in medical ethics education. Research question: Is team-based learning effective in medical ethics education in terms of knowledge retention, in-class learner engagement, and learner reactions? Research design: This was a prospective controlled follow-up study. We changed lecture with team-based learning method to teach four topics in a 2-week medical ethics clerkship, while the remaining topics were taught by lectures. For comparison, we formed team-based learning and lecture groups, in which the students and instructor are the same, but the topics and teaching methodologies are different. We determined in-class learner engagement by direct observation and student satisfaction by feedback forms. Student success for team-based learning and lecture topics in the end-of-clerkship exam and two retention tests performed 1 year and 2 years later were compared. Ethical considerations: Ethical approval for the study was granted by Akdeniz University Board of Ethics on Noninvasive Clinical Human Studies Ethics committee. Findings: Short-term knowledge retention did not differ; however, team-based learning was found superior to lecture at long-term retention tests. Student satisfaction was high with team-based learning and in-class engagement was better in team-based learning sessions. Discussion: Our results on learner engagement and satisfaction with team-based learning were similar to those of previous reports. However, knowledge retention results in our study were contrary to literature. The reason might be the fact that students prepared for the end-of-clerkship pass/fail exam (short term) regardless of the teaching method. But, at long-term retention tests, they did not prepare for the exam and answered the questions just using the knowledge retained in their memories. Conclusion: Our findings suggest that team-based learning is a better alternative to lecture to teach ethics in medical education.

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