Learner Reactions and In-Class Engagement in Team-Based Learning Implemented in Nursing Education

Abstract

Background: There is a need for training strategies and programs to enable students to actively participate in their learning process by using critical thinking and decision-making skills. Objective: The aim of this study was to compare the traditional lecture-based teaching with the team-based learning method in terms of student satisfaction and in-class learner engagement. Method: This study was conducted using a quasi-experimental design. The population of the research consisted of first-year nursing students (n = 101). During half of the 16-hour course conducted by the researcher, team-based learning was used as the teaching method (intervention group, n=30), and lecture-based (control group, n=59) approach was employed for the remaining 8 hours. The in-class engagement measure was used to assess the in-class engagement of the students. A feedback form composed of five parts was made available to learners in order to reveal their reactions. Results: In-class learner engagement scores and the number of questions asked both by the instructors and students were found to be higher in team-based learning sessions. In four basic feedback areas (preliminary preparation and readiness, discussion, teacher, and general), there was a statistically significant difference between the satisfaction scores of the students in favour of team-based learning. Satisfaction scores regarding the organization, infrastructure, and resources did not differ between team-based learning and lecture-based method. Conclusion: The results have indicated that Team-Based Learning is an effective method for student satisfaction and in-class engagement. The high level of student participation in the lessons conducted with Team-Based Learning is compatible with the nature of method. The findings of the study have also shown that students are open to new methods and prefer learner-centered approaches that support in-class engagement.