Michaelsen’s Model of Team-Based Learning Applied in Undergraduate Kinesiology Classes

Abstract

In the recent past, many publications have documented the effectiveness of cooperative and collaborative learning activities in the classroom. Numerous books are available to help instructors with the implementation of cooperative learning. For example, Millis and Cottell (1998) give an excellent overview of the research data and the rationale for adopting cooperative and collaborative learning in the classroom. However, the manner in which cooperative and collaborative learning is implemented may impact its effectiveness. When group work focused on collaborative and cooperative learning is applied poorly, outcome-oriented, motivated students often perform most of the work. This typically results in the “underachievers” relying on the motivated students to complete the assignments, and the motivated students complaining about other group members not contributing their share. In addition, group dynamics do not develop,