In-class permanent teams in a team-lecture hybrid instructional strategy: application in health management and public administration courses

Abstract

The author presents a team–lecture hybrid (TLH) instructional design which adopts and improves on team–based learning (TBL) strategies by enlarging the learner's empowerment zone in the learning environment while maintaining the instructor's leadership as an active teacher. The design is guided by an integrated conceptual framework which links objectivist, constructivist, and social learning approaches to shape a learner–centred and learner oriented strategy. The rationale, conceptual framework, program components, and implementation are described. Evaluation strategies and lessons learned from the two year implementation process are also covered.