Abstract
This study presents findings from three different disciplines in STEMM (Science, Technology, Engineering, Mathematics and Medicine) and across different models of student-focused teaching. Specifically, we assessed the feasibility and effectiveness of flipped classroom approaches combined with team based learning (TBL), and TBL alone within STEMM, particularly in the disciplines of Physics, Engineering and Medicine across different year levels. TBL activities were incorporated into undergraduate Physics and Engineering cohorts, with students from a diverse range of majors and backgrounds and a graduate level Doctor of Medicine (MD) cohort. Quiz scores from the Physics cohort were significantly improved following TBL, exam scores from the engineering cohort were more evenly distributed than pre-TBL quiz scores and students in the medical cohort had higher quiz scores when working within teams rather than alone. Qualitative survey responses from both the physics and engineering cohorts indicated that students felt TBL was positive and increased their understanding of key concepts. Informal feedback from medical students following TBL classes was also very positive and students demonstrated obvious engagement. Comparisons for pre- versus post-TBL quiz scores for Physics, for pre-TBL quartile versus exam scores in Engineering and for Team versus Individual learning quiz scores in Medicine all provide evidence of effective student engagement and performance. The observation study suggests that TBL is a feasible and effective method of student-focused learning within STEMM. More rigorously designed studies are now required to further explore these findings.
Highlights
Tertiary education has tended to focus on teacher-centred methods of teaching and these approaches are still to be found in many University lecture theatres within S392Research in Science Education (2021) 51 (Suppl 1):S391–S405Australia and globally
The post-quiz scores were significantly higher than the pre-quiz scores (p < 0.001 for each), and the improvements were similar for each of the four different quizzes when students were placed in mixed ability groups
There were 16, 23, 17 and 24 students in the four quartiles based on their pre-team based learning (TBL) quiz scores (Fig. 2)
Summary
Tertiary education has tended to focus on teacher-centred methods of teaching and these approaches are still to be found in many University lecture theatres within S392Research in Science Education (2021) 51 (Suppl 1):S391–S405Australia and globally. There is a major drive in many tertiary institutions in Australia and worldwide towards using student-centred approaches to teaching wherever possible. Active learning is a pedagogical process whereby students are directly involved in the learning process, i.e. they are engaged in the material to be studied through various meaningful activities (Bonwell and Eison 1991). There is evidence from STEMM (Science, Technology, Engineering, Mathematics and Medicine) disciplines that these active learning approaches do increase both engagement as well as learning discipline (Boud et al 2001; Freeman et al 2014; Georgiou and Sharma 2015; Hake 1998; Landis 2000; Parappilly et al 2013, 2015; Scicluna et al 2015; Springer et al 2013; Tai et al 2014) content
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