Finding balance: Offering a systematic method to explore the influence of technology on team-based learning

Abstract

IntroductionTeam-based learning (TBL) is a small group active learning andragogy promoting the development of critical thinking, communication, and teamwork skills. Across higher education, the adoption of educational technology is often driven by many purported benefits, features, and conveniences, including learning from anywhere, easy access to materials and assessment, task automation, performance tracking, engagement monitoring, and higher fidelity for simulated experiences. Institutions may also choose to adopt technology to boost program reputation and visibility. However, unexpected effects following the adoption of new technology may interfere with active learning, trust, and cohesion between learner-learner or learner-instructor. PerspectiveIn many cases, the potential long-term impact of technology on teaching and learning is overlooked. This commentary calls awareness to and discusses the potential impact of adopting technology on active teaching and learning processes in the context of TBL. ImplicationsA systematic process for programs to explore the influence of technology on the essential elements of teaching and learning, to support decision making, and to focus on quality educational processes is proposed. Programs should systematically consider influences on quality, access, independent work, peer interactions, and contextual approach when adopting technology.