Team-based Learning Environment Research Articles

Teaching students how to think like an immunologist: flipping a classroom without flipping out.

Abstract Study A traditional lecture-based 400 level immunology course was converted into a team-based learning environment. Activities were used to teach students how to analyze published data from research labs at MSU and thus, learn how to “think” like MSU scientists. Objectives For the main concepts covered in the course, the goal was to improve students’ ability to discuss the concept orally and in written format, diagram the concept, use drawings to portray the concept, graph the concept, and identify techniques and measurements used in current research related to the concept. Methods Learning objectives, guided textbook readings, weekly on-line formative assessments with feedback, in-class team based activities, Top Hat in-class response questions, and in-class summative assessments were used to meet the course objectives. Assessments 35 on-line formative assessments, 35 Top Hat in-class response questions, and 4 in-class summative assessments were provided during the semester. Online student feedback regarding exam questions and course satisfaction were also used. Results Student performance on short-answer questions on formative assessments improved throughout the semester. Students identified multiple choice questions as the least likely to assess course objectives. Students with low attendance earned the lowest scores. Implications By providing students with examples of how MSU scientists design experiments, display data, and analyze data, students learn how to “think” like a scientist rather than learning a large number of scientific facts. The active learning environment also provides an opportunity for students to improve teamwork skills that are sought by corporations hiring college graduates.

팀 기반 학습에서 지각된 태만이 학습참여에 미치는 영향과 교수설계변인의 조절효과

팀 기반 학습에서 지각된 태만이 학습참여에 미치는 영향과 교수설계변인의 조절효과

Relation between Team Motivation, Enjoyment, and Cooperation and Learning Results in Learning Area Based on Team- based Learning among Students of Tehran University of Medical Science

Abstract This study has aimed to investigate the effect of relation among team motivation, team enjoyment, and team cooperation on learning results in team-based learning environments among student of Tehran university of medical science. This study was applied in purpose and was descriptive based on correlation in gathering data and performing. All students of Tehran University of medical science from 2011 to now were considered as statistical community and a sample with 326 subjects were selected by using Morgan table and simple random method. Tools of gathering data were researcher-made questionnaire with 24 questions. Cronbach's alpha of each variable is 79%, 87%, 78% and 92% respectively. Obtained data was analyzed by Pearson correlation tests and path analysis and using SPSS software. Also, there is positive, significant and considerable relation among variables. Results from path analysis showed that team enjoyment with coefficient of 0.418 has had the highest effect on learning results, team cooperation with 0.205 coefficient has influenced learning results, team cooperation with team enjoyment variable and coefficient of 0.108 has influenced learning results; team cooperation with motivation variable and coefficient of 0.068 has influenced on learning results, team cooperation with team enjoyment and motivation variables has effect on learning results with coefficient of 0.15, motivation with coefficient of 0.197 has effect on learning results and motivation with team variable has increasing effect on learning with coefficient of 0.272. There was no variable which indirectly influences learning results.

Impact of team-based learning on perceived and actual retention of over-the-counter pharmacotherapy

BackgroundTeam-based learning is becoming more common in pharmacy education. The objective of the study is to evaluate the impact of the transition from traditional didactic lecture to team-based learning (TBL) in an over-the-counter (OTC) pharmacotherapy course regarding long- and short-term retention. MethodsA questionnaire was distributed to students enrolled in an OTC pharmacotherapy course during fall 2012 (traditional didactic lecture) and fall 2013 (TBL). The questionnaire was designed to assess student perceptions of retention and preparedness for advanced pharmacy practice experience (APPE) rotations, as well as measure long-term retention through a quiz. Short-term retention was evaluated by comparing performance on course exams between the two cohorts. ResultsEmail requests were sent to 189 students (87 from the traditional cohort and 102 from the TBL cohort). The usable response rate, after exclusion of incomplete questionnaires, was 41%. Though not statistically significant, student perceptions favored TBL over traditional didactic lecture. No statistical differences were noted between cohorts for long-term retention. Mean exam scores from the traditional cohort (n = 95) were compared with those from the TBL cohort (n = 102), showing that the TBL cohort performed significantly better on all three course exams (p < 0.001). ConclusionWhile student perceptions and long-term retention did not differ significantly between cohorts, short-term retention through exam performance favored TBL over traditional didactic lecture. This result is promising, showing some benefits to teaching OTC pharmacotherapy in a team-based learning environment. A study involving larger cohorts may be able to detect a greater number of significant results.

Team-Based Development of Medical Devices: An Engineering-Business Collaborative.

There is a global shift in the teaching methodology of science and engineering toward multidisciplinary, team-based processes. To meet the demands of an evolving technical industry and lead the way in engineering education, innovative curricula are essential. This paper describes the development of multidisciplinary, team-based learning environments in undergraduate and graduate engineering curricula focused on medical device design. In these programs, students actively collaborate with clinicians, professional engineers, business professionals, and their peers to develop innovative solutions to real-world problems. In the undergraduate senior capstone courses, teams of biomedical engineering (BME) and business students have produced and delivered numerous functional prototypes to satisfied clients. Pursuit of commercialization of devices has led to intellectual property (IP) disclosures and patents. Assessments have indicated high levels of success in attainment of student learning outcomes and student satisfaction with their undergraduate design experience. To advance these projects toward commercialization and further promote innovative team-based learning, a Master of Engineering (MEng) in Design and Commercialization was recently launched. The MEng facilitates teams of graduate students in engineering, life sciences, and business who engage in innovation-commercialization (IC) projects and coursework that take innovative ideas through research and development (R&D) to create marketable devices. The activities are structured with students working together as a "virtual company," with targeted outcomes of commercialization (license agreements and new start-ups), competitive job placement, and/or career advancement.

Helpful Tips for New Users of Active Learning

Helpful Tips for New Users of Active Learning

An Exploratory Analysis of Personality, Attitudes, and Study Skills on the Learning Curve within a Team-based Learning Environment

To examine factors that determine the interindividual variability of learning within a team-based learning environment. Students in a pharmacokinetics course were given 4 interim, low-stakes cumulative assessments throughout the semester and a cumulative final examination. Students' Myers-Briggs personality type was assessed, as well as their study skills, motivations, and attitudes towards team-learning. A latent curve model (LCM) was applied and various covariates were assessed to improve the regression model. A quadratic LCM was applied for the first 4 assessments to predict final examination performance. None of the covariates examined significantly impacted the regression model fit except metacognitive self-regulation, which explained some of the variability in the rate of learning. There were some correlations between personality type and attitudes towards team learning, with introverts having a lower opinion of team-learning than extroverts. The LCM could readily describe the learning curve. Extroverted and introverted personality types had the same learning performance even though preference for team-learning was lower in introverts. Other personality traits, study skills, or practice did not significantly contribute to the learning variability in this course.

Twelve tips for facilitating team-based learning

Background: Team-based learning (TBL) has become a more commonly recognized and implemented pedagogical approach in curricula of numerous disciplines. The desire to place more autonomy on the student and spend less in-class time delivering content has resulted in complete or partial adoption of this style of learning in many educational settings.Aim: Provide faculty with tools that foster a well facilitated and interactive TBL learning environment.Methods: We examined the published literature in the area of facilitation – specifically in TBL environments, and explored learning theories associated with team learning and our own experiences to create these facilitation tips.Results: We created 12 tips for TBL facilitation designed to assist faculty to achieve an effective and engaging TBL learning environment.Conclusions: Applying these twelve tips while facilitating a TBL classroom session will help to ensure maximal participation and optimal learning in a safe yet stimulating environment.

An Exploratory Analysis of Personality, Attitudes, and Study Skills on the Learning Curve within a Team-based Learning Environment

An Exploratory Analysis of Personality, Attitudes, and Study Skills on the Learning Curve within a Team-based Learning Environment

Evaluating a Team-Based Learning Method for Detecting Dental Caries in Dental Students

The purpose of the study was to investigate whether the team-based learning environment facilitated the competencyof third year dental students in caries detection and activity assessment. Corresponding data were achieved usingdigital radiographs to determine the carious lesions in three clinical cases. The distribution of the caries evaluationsfor each of the 36 students and the 12 teams were tabulated for each mesial and distal surface of each tooth for thethree patients. In the first stage of the evaluation, students worked individually for caries assessment. In the secondstage, twelve teams of three students each performed the assessment. The teams had a significantly larger percentageof accurate anterior caries evaluations (54%) than the individual students (33%) (X2 = 5.50; p = .019), but also sawsignificantly more carious lesions when there was no lesion (126%) compared to the students working singly (85%)(X2 = 7.55; p = .006). The individual students, however, were significantly more likely to incorrectly call incipientcaries active (81%) than the teams (14%).

Transformative Higher Education Teaching and Learning: Using Social Media in a Team-based Learning Environment

This study aims to assess the effectiveness of social media to enhance teaching and learning in a team-based learning environment involving large classes. The use of digital technology via Facebook, enhanced team-based learning outside the classroom, complementing face-to-face lessons. Students were also exposed to several student-centered learning mechanisms including poster presentations and expert forums in an effort to provide them with a more holistic learning experience. The theoretical framework of the study is based on the educational theories of constructivism and social learning. The students” learning experience and motivation was assessed through content analysis of their reflective portfolios and their Facebook postings. The results clearly showed the positive impact that team-based strategy had on the students” learning experience and motivation. Facebook was indeed perceived as an innovative and effective tool in a student-centered learning environment that enriched students” educational experiences, increasing the relevance of the subject matter and encouraging students to collaborate effectively with their peers and faculty. From the perspective of the educator, the use of Facebook in a team-based pedagogy setting significantly enhanced the teaching and learning process as it allowed the educator to tap into the digital learning styles of the students and provided innovative ways of involving and motivating students in the learning process.

Case studies’ effect on undergraduates’ achievement, attitudes, and team shared mental models in educational psychology

The purpose of this study was to examine the effect of case studies on learning outcomes, attitudes toward instructions, and team shared mental models (SMM) in a team-based learning environment in an undergraduate educational psychology course. Approximately 105 students who participated in this study were randomly assigned to either a case-study method or a knowledge-representation method. Students in the case-study treatment group received a case study after instruction, while students in the knowledge-representation treatment group engaged in an activity that did not involve problem solving. It was hypothesized that students in the case-study group would have higher learning outcomes scores, higher attitudes scores, and greater team SMM than students in the knowledge-representation group. Overall, the case-study method was effective as indicated by generally higher learning outcomes and more positive attitudes for the case-study treatment group as compared to the knowledge-representation group. It might be important to consider the order in which each of the instructional methods is given.

Does Space Matter? Classroom Design and Team-Based Learning

This study analyzes how student learning and attitudes toward the learning experience in a team-based learning environment are affected by classroom design. Three alternative classroom set-ups are considered: one with large tables oriented in rows facing the front of the room, one with desks, and one with small tables and office-type chairs, both with rollers for easy mobility. Neither individual nor team performance on graded assignments is significantly affected by the different classrooms, but student attitudes about team-based learning improve with both comfort and physical ease of communication within teams.

The relationship between shared mental models and task performance in an online team-based learning environment

In an effort to better understand learning teams, this study examines the effects of shared mental models on team and individual performance. The results indicate that each team's shared mental model changed significantly over the time that subjects participated in team-based learning activities. The results also showed that the shared mental subcategories (team-related knowledge, skill, attitude, dynamicity, and environment) are strongly correlated to team and individual performance.

Introductory-level computer science courseware

A goal of every computer science department is to maintain a top-notch educational program in order to prepare its graduates for successful careers in the computing field. Most programs now couple traditional educational methods with more modern techniques such as active and team-based learning environments, online course materials and computer-based laboratories. Most educators see this coalescence of traditional and modern learning techniques as critical to providing well-rounded educational experiences for its students.The goal of this paper is to present an overview of a computer-based laboratory environment, named Watson, and to compare Watson to other courseware modules that have been designed for the same target audience.Watson is used at Louisiana Tech University to support an active, team-based learning environment for first-year computer science majors, and non-majors interested in computer science. The Watson labs are an integral component of a breadth-first introduction to computing that is required of all computer science majors and open to non-majors. Watson development is an ongoing, long-term project that has been sponsored by both Louisiana Tech University and the National Science Foundation.

Pilot-Testing a Student-Designed Team Exam in an Introduction to Hospitality and Tourism Management Course

Team-based learning environments have the ability to create educational settings where the students enter into a partnership with other students and the professor to produce a living, breathing, learning environment where the whole is greater than the sum of the parts. To that end, this article details how the authors experimented with a classroom environment where student teams planned, implemented, evaluated, and acted on a student-designed team exam. The experiment was a success at two levels. First, the students were actively involved in developing and accomplishing learning objectives that were then tied to the course. Assuming transfer validity, learning how to successfully design and implement a method by which to evaluate student performance in the classroom will enable them to evaluate employee performance later in the workplace.

Evolving Learning Environments: Another Team-Based Example in Higher Education

In this case study, the authors expand their previous study of team-based learning environments in an undergraduate “Meeting and Convention Sales and Service” course. The writers sought to answer two general questions: Do student teams perform better than individuals with regard to accomplishing course objectives, and do student teams perform better on periodic team-based examinations?