Team Learning Approach Research Articles

Effect of Peer-Led Team Learning Approach On Students' Academic Performance in Basic Science in Ekiti State Secondary Schools

Effect of Peer-Led Team Learning Approach On Students' Academic Performance in Basic Science in Ekiti State Secondary Schools

ENHANCING STUDENTS' ATTITUDE AND ACHIEVEMENT IN BIOLOGY THROUGH INNOVATIVE STRATEGIES

In this research, the impact of peer tutoring and group tutoring led to team learning approaches on the attitude of the students towards and achievement in biology. The thesis had been motivated by four research questions and six null hypotheses. The research had used a quasi-experimental method. In particular, the design of the un-equivalent control group. The sample size was 182 SS 1 students from the four sampled government senior high schools in Port-Harcourt metropolis, River State, Nigeria in four intact classrooms. Two of the classes were exposed to peer tutoring while the remaining two were exposed to peer-led team learning strategies. Biology Attitudinal Scale (BAS), and Biology Achievement Test (BAT) were data collection instruments. BAS construct validity was developed using factor analysis, while BAT material validity was calculated using the specification table. Reliability for BAS and BAT was obtained using formula 20 (K-R 20) from Cronbach Alpha and Kudar-Richardson. Mean and the standard deviation was used to answer the study questions while Covariance analysis (ANCOVA) was used to evaluate the hypotheses at 0.05 significance point. The findings showed that peer-led team learning approach is better than peer tutoring in enhancing the attitude and achievement of the students in biology. The implications of the findings were highlighted and recommendations made.

PO-02-003 Interprofessional education to enhance interprofessional collaboration in managing female sexual dysfunction: A Singapore perspective

Globally, an increasing number of healthcare settings are using Interprofessional Collaboration ( IPC) to enhance healthcare delivery(2). Female sexual dysfunction is a multifactorial condition requiring biopsychosocial approach for holistic management. The multidisciplinary approach is a form of IPC, thus women with sexual dysfunction are seen by a multidisciplinary team consisting of a physician, psychologist and physiotherapist in our centre. To ensure effective collaboration between different healthcare professions, Interprofessional Education (IPE) is essential. IPE components include exchange-based learning; which allows different professions to understand their roles and responsibilities by identifying similarities and difference in their practice (3). Practice-based learning via the clinical setting serves as a core learning process by all team members (1). Community of practice in the form of case conference promotes systematic, longitudinal and incremental learning (4). Formal and informal team learning approach ensures a consistent basic knowledge domain(3). IPC improves patient satisfaction in the management of female sexual dysfunction and helps in formulation of a standardized plan of care . Team members have also reported satisfaction in collaborative patient management. Practice-based learning and community of practice, helps to promote communication between team members and serves as a reflective practice in enhancing patient care (3). Exchange-based learning also improves awareness of female sexual dysfunction among other medical professions thus increasing referrals and clinic output.

Relationships between students' perceived team learning experiences, team performances, and social abilities in a blended course setting

The main purpose of this study is to examine relationships between the social abilities, perceived team learning, and the performances of students in a blended learning setting. The participants, 82 undergraduate students, worked in small teams on a research method task over one semester. The instruments used for this study included a five-factor social ability scale and a one-dimensional perceived collaborative learning scale. The results showed moderate significant relationships between students' perceived team learning scores and students' peer social presence scores as well as weaker relationships between team learning and two social ability subscales, written communication skills and instructor social presence. There appears to be an important effect of peer social presence that is linked to learning and performance. Using a blended learning model may have an important impact on increasing social interaction and learning with a team learning approach thereby helping students undertake comprehensive tasks and increase student learning.

Student Response to a Partial Inversion of an Organic Chemistry Course for Non-Chemistry Majors

We report the student response to a two-year transformation of a one-semester organic chemistry course for nonchemistry majors. The transformed course adopted a peer led team learning approach and incorporated case studies. Student attitudes toward the course transformation were assessed throughout the semester, and adjustments to the methods were made in response to student surveys. No change in student performance on exams was observed compared to a traditional lecture course. However, significant improvements in the end of course “Student Assessment of Instruction” were recorded.

Implementing and Evaluating a Peer-Led Team Learning Approach in Undergraduate Anatomy and Physiology

Implementing and Evaluating a Peer-Led Team Learning Approach in Undergraduate Anatomy and Physiology

Comparing team learning approaches through the lens of activity theory

Purpose– The purpose of this study is to examine the distinctive features of three team learning approaches (action learning, problem-based learning, and project-based learning), compare and contrast them, and discuss implications for practice and research.Design/methodology/approach– The authors used Torraco ' s integrative literature review method and activity theory as a framework for analyzing commonalities and differences of the three learning approaches.Findings– Action learning emphasizes the balance between action and learning, problem-based learning has evolved to develop knowledge acquisition, application, and reasoning skills, and project-based learning connects learning with work. All three learning approaches are learner-centered, tackle real problems, emphasize collaboration, have a learning coach, and work through learning processes.Research limitations/implications– Comparison of the three approaches has been done through a review of the literature only. More qualitative analyses of actual cases need to be done to confirm or improve the findings. Qualitative knowledge from this study should be linked to quantitative research.Practical implications– Comparison of each team learning approach provides team managers, instructional designers, and instructors with guidance of pedagogy selection regarding what particular team learning approach fits best for their organizational learning needs. Six components of activity theory can be useful to evaluate team learning interventions.Originality/value– The findings can be used for clarifying the relationships among the three learning approaches, and can guide HRD practice and research in line with improved team learning design, process, and measurement. The current study is possibly the first attempt to analyze the three team learning approaches based on activity theory.

Preferences for Team Learning and Lecture-Based Learning Among First-Year Undergraduate Accounting Students

This study investigates students’ preference for team learning and its effectiveness, compared to lecture-based learning. A quasi-experiment was set up in a financial accounting course in the first-year undergraduate of the Economics and Business Administration Program, where students had to choose between one of the two learning methods (team learning or lecture-based) and subsequently followed their preferred method of pedagogy. The quasi-experiment was administered for a first-year undergraduate class, with data for 291 students. The first objective of this study is to investigate students’ preference in relation to their gender, ability, motivation, and learning strategy. The second objective is to explore whether a team-based approach is more effective than lecture-based learning, when students participate in their preferred method. The results show that female students had a higher preference for team learning than male students. Furthermore, students with a preference for team learning had a lower ability level, were more intrinsically motivated, had less control of their learning beliefs, were more help seeking, and were more willing to share their knowledge with peers. The team learning approach resulted in increased performance, compared to the lecture-based setting, while controlling for differences in gender and ability. This beneficial impact of team learning on performance was not found for other courses (in which team learning was not implemented), leading to the conclusion that team learning offers an appropriate learning method at the university level for a first-year course. Implications for student learning, faculty members, and institutional policy are discussed.

Socialization of New Dental Therapists on Entering the Profession

Dental therapy is relatively new in the United States. This qualitative study examines the experiences and impressions of the inaugural class of the first dental school-based dental therapy program in the United States. A grounded theory design using open-ended interviews and focus groups was carried out with the nine students in the class at the beginning of their program and after the fall and spring semesters of their first year. Student responses were audiotaped, transcribed verbatim, and presented to the students for feedback and clarification. Results show that students started with an idealistic perception of dental therapy that was consistent with the specific provision of the law creating dental therapy. The team learning approach in which dental therapy students learn alongside dental and dental hygiene students provided the social interaction that allowed them to better articulate and distinguish dental therapy from those other dental professions. In the absence of dental therapists who could serve as role models, the program director, who is perceived to be the dental therapy expert, has assumed the role of the primary socializer. Faculty members are challenged to fulfill their role as role models regardless of their perception of the dental therapy model.

Use of Team Learning in an Introductory Graduate Pharmacology Course

In this poster, aspects of the team learning process, which were introduced into the Endocrine Pharmacology Unit of an Introductory Graduate Pharmacology course, is described. Considerations for curriculum design, small group assignments, instructional materials, small group activities, assessment, student opinions, and cost/benefit considerations will be presented. The effects of team learning strategies on student participation during class, preparation before class, and student perceptions were examined considering a student feedback instrument, instructor perceptions, comparisons of student performances in the Unit and the Course, and personal interviews with students. The aspects of the team learning activities that were utilized included separation of a class body into independent small groups, required mastery of stated objectives, common instructional materials, group problem solving in a class room environment, opportunities for intergroup discussion, valid information from a content expert as part of the group discussion, and extra-classroom opportunities for group problem solving and knowledge acquisition. A primary divergence from the classical team learning approach was the ways in which pre-class preparedness and individual responsibility for knowledge acquisition were encouraged and assessed. Specifically, the Individual Readiness Assurance Test was not utilized; and individual assessment of student performance was obtained at the end of the educational unit. Employing group problem solving by extrapolation from earlier information to provide a response to a probe or addressing important pharmacological issues within a case vignette, proved to be an effective substitute for the Group Readiness Assurance Test.

Team learning in a medical gross anatomy course

Context and setting In medical education, in addition to changing pedagogy, a variety of teaching strategies are now implemented to promote active learning. Many schools have reduced the number of lectures in pre-clinical courses in favour of problembased learning, which often includes preceptorship to actively engage students. Team Learning (TL) is another instructional strategy that promotes active, small group, interactive learning. In delivering the anatomy curriculum, we have successfully implemented TL. The TL allowed us to introduce clinical vignettes to emphasise anatomical concepts. Why the change was necessary Under the new curriculum, initiated in August 2004, we have eliminated all anatomy lectures in favour of implementing active, student-centred teaching. To maintain the course content, we adopted a modified TL strategy to promote active learning and thereby address the lack of lectures while simultaneously maintaining effective teaching. Furthermore, we have fewer faculty available to participate in the teaching, and the TL approach requires fewer content experts to teach a large class size. What was done A total of 170 students were divided into teams of 8. Each team received a series of assignments related to the laboratory dissection. These topics require study of assigned text materials for discussion during team encounters. The study material included basic anatomy, embryology and clinical correlations that required the application of anatomical and developmental concepts. An important component of TL is the construction of the weekly material. Effective material stimulates cognitive skills and assures deeper learning. Once a week, the teams discussed the assignments in lab by using the cadavers, radiographs, skeletons and other study aids. The faculty circulated among the teams to clarify difficult issues and to ask probing questions to further student comprehension. As each team posted their assignments on the internal website (WebCT), the faculty was able to monitor inequities in the teams’ understanding. When needed, additional resources were provided to ensure uniformity of student knowledge. Evaluation of results and impact We administer 3 departmental written examinations during the course. The first examination, covering the regions of the back, upper limbs and thorax, was administered in October, 6 weeks after the start of the course. The results of the first examination were very encouraging. A total of 90% of the multiple-choice questions (MCQs) contained clinical vignettes, which tested student knowledge, comprehension and problemsolving skills. The class average for the first examination was 77.0%. This is approximately 5% higher than the first examination score from prior years, when clinically oriented MCQ examinations were first administered. We conducted semistructured interviews, and through observation collected data on student engagement on cognitive basis and behaviour. We also collected data through student selfreporting on the nature of student–student interactions and student–faculty interactions. While the nature of student–student interactions varied, our initial experiences have been extremely satisfying, both at the level of student performance on the examination and cognitive engagement. While just in the initial phase, we have found that TL is effective and efficient and appeals to both students and faculty. We are already in the process of adopting TL on 2 other pre-clinical courses.

An Analysis Of Student XBRL Project Teams: Value-Adding Educational Experiences Using Emerging Technology

Extensible Business Reporting Language (XBRL) is a new approach that offers great promise for a fundamental improvement to the way in which financial information is maintained and reported. With every innovation, comes the need to educate. Because of the overarching aspects of XBRL and its implications, a team learning approach is appropriate. This paper presents a case study of three student projects that resulted in the development of XBRL applications. An analysis is provided of the teams, the projects, and important lessons learned.

An initial experience with "team learning" in medical education.

Team learning is an approach to large-group teaching that combines the strengths of small-group interactive learning with teacher-driven content delivery. Team learning has been used successfully in professional disciplines other than medicine. The authors describe a field test of team learning in the setting of an internal medicine residency noontime lecture in the spring of 2000 at Baylor College of Medicine. They surveyed residents on their attitudes toward the usefulness of the lecture content before and after the session and surveyed them on their engagement in learning. Residents reported their engagement as high and demonstrated favorable changes in their attitudes about the usefulness of the lecture content to their daily medical practice. The authors describe their adaptation of the team-learning approach and conclude that team learning may be a useful new pedagogic tool in medical education.

The Use of the Team Learning Approach in Selected Marketing Courses

This paper describes the use of a team learning approach in marketing courses, particularly the marketing research course. The components of the process are detailed along with a description of instructor and student reactions. In addition, some tips to help implement this system smoothly are provided.

Challenging Student Potential: A Team Learning Approach

We do not adequately tap student potential. Team learning tech niques and the creation of educa tional forms which bring differing individuals into dynamic interaction probably may make students more self-directed and significantly heighten their intellectual conscious ness as well.'* The authors are fac ness as welly Robert A.: Dean of Students, Farleigh Dickinson Uni versity (B.A., M.A.f Rutgers; PhD., Columbia). Eleanor V. (B.A., Alle ghany College; M.A., M.Ph., Ph.D., Rutgers).

A Team Learning Approach to Freshman English

A Team Learning Approach to Freshman English