Review on Personality Types and Learning Styles in Team-based Learning for Information Systems Students

Muhammad Zul Aiman Zulkifli,Noreen Izza,K.S Savita

doi:10.14569/ijacsa.2020.0110643

Muhammad Zul Aiman Zulkifli, Noreen Izza + Show 1 more

Open Access

https://doi.org/10.14569/ijacsa.2020.0110643

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Abstract

Team-based learning (TBL) has become a preferable method in learning approach at higher educational level. There are a lot of articles that discussed on the benefits and process of implementation of team-based learning but lack of studies that focus on the composition of members in team-based learning and effects of personality types and learning styles towards it. This article set out to analyze the existing literatures on team-based learning implementation at undergraduate and how personality types and learning styles affected the learning process plus exploring these topics in information systems field. Guided by Okoli systematic review method, a systematic review from Scopus, Web of Sciences and Association of Information Systems (AIS) databases has been conducted. Results shows that TBL received positive feedback from the scholars but only have issues on the implementation process consist of the usage of student’s personality and learning styles, role of team members, TBL management in classroom, TBL is not “fit for all” and current studies about TBL. The usage of personality and learning style instruments is one of the suggested ways to improve it but there are no details guidelines available yet on how to use it. There is lack of studies about team-based learning in information systems field.

Highlights

Team-based learning is a highly designed teaching and learning strategy that maximises student preparation and participation, giving students’ responsibility for their own learning before and during class session
Based on the selection process stated in methodology section, 17 articles are selected for this review as shown at Table II
Using quantitative is recommended when doing verification and enhancement of Team-based learning (TBL) in already familiar field

Summary

Introduction

Team-based learning is a highly designed teaching and learning strategy that maximises student preparation and participation, giving students’ responsibility for their own learning before and during class session. Students spend time in class solving authentic problems in essentially self-managed, high-performing, permanent teams [1]. This approach requires students to apply learned knowledge to solve significant, authentic and complex scenarios individually and within a team [2]. The explanation for the elements are (1) groups - groups must be properly formed and managed, (2) accountability - students must be accountable for the quality of their individual and group work, (3) feedback - students must receive frequent and timely feedback, and (4) assignment design - group assignments must promote both learning and team development. Team-based learning play a major role in promoting team learning among students. Working in group become more beneficial when the tasks and project requires a larger skill and commitment from the member to be completed especially in project involving completed and participation of multiple field [5]

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