This study is a qualitative study for the holistic understanding of the Team-Based Learning (TBL) process conducted in social welfare subjects. By examining the research participants' perceptions through their practical experiences with TBL, this study aims to derive suggestions necessary for the instructional design and implements of TBL conducted for their major subjects. The data collection conducted a team-by-team interview with 24 students who took the "Social Welfare Administration Theory" subject(2nd semester of 2022), at department of social welfare in J university. TBL was conducted 13 times in this class. In the data analysis, the raw data was analyzed using open coding and categorization based on abstract meaning units. As a result of the analysis, 8 categories and 18 subcategories were derived. The TBL process was in the initial, middle, and terminal stages. At the initial stage, themes such as ‘felt pressured with TBL’, ‘spontaneous and horizontal team building’, and ‘time management-based team learning activities in class’ were derived. At the middle stage, ‘discovering the value of applying knowledge’, ‘recovering relationships due to the covid-19’ and professor's ‘scaffolding that suggested directions’, ‘team interaction of adjustment and compromise’ were derived. At the terminal stage, the students were able to outcomes ‘learning results that would not have been possible on their own’. Based on this, we make the following suggestions. Firstly, it requires creating an spontaneous atmosphere, secondly, building up relationships among team members, and finally, needing appropriate scaffolding which providing a guide.
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