Francis,
The one I usually use is: Watson, W. E., Michaelsen, L. K., & Sharp, W. (1991). Member competence, group interaction and group decision-making: A longitudinal study. Journal of Applied Psychology, 76(6), 801-809.
That said, it has some limitations:
1) It is not comparative to other forms of instruction
2) It was conducted before the introduction of the IF-AT
3) It's getting a little long in the tooth
Educational interventions are notoriously difficult to assess in hard, objective ways. The variables out of one's control in a real classroom setting generate too many competing hypotheses to explain measurement results. Aspects of teacher personality, student population, school culture, course content, even the physical layout of the classroom all have powerful effects on the long-term experience of instruction. Add to that the fact that TBL leverages the power of group development over time, and you can't really get what you need with a cross-sectional, correlational survey study. Ya gotta go longitudinal.
Even before TBL came along, research into "cooperative learning" has been a mixed bag--only in its accumulation did it become increasingly persuasive. When meta-analyses of many studies start popping up with positive results, that's when one can feel pretty confident in claiming hard, objective benefits.
The need for this accumulation is why we have the Scholarship committee in the TBL Collaborative and why we are adding a Scholarship track to the annual meeting.
All that said, some juicy article might have slipped by under my radar--does anyone have a better answer for Francis?
-M
________________________________________
From: Team-Based Learning [[log in to unmask]] On Behalf Of Francis Jones [[log in to unmask]]
Sent: Friday, June 25, 2010 7:30 PM
To: [log in to unmask]
Subject: Objective evidence that TBL enhances student performance.
Hello
I use TBL in geophysics and related courses, and am an avid fan for a
variety of reasons. However I would like to find a few key references
which show objective evidence that teams (or TBL) result in better
student performance than more traditional teaching strategies.
I do know of the bibliography at
http://teambasedlearning.apsc.ubc.ca/?page_id=21
and at least two of those are excellent, and I do have two of the
Michaelsen books. But I was hoping someone could help me find papers
with recent, hard experimental or empirical evidence of learning gains
that are better than other teaching strategies, rather than articles
which focus on anecdote, or implementation case histories.
Many thanks in advance for the advice - Francis.
--
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| Francis Jones, Science Education & Applied Geophysics,
| Carl Wieman Science Education Initiative,
| Department of Earth & Ocean Sciences, UBC.
| http://www.eos.ubc.ca/public/people/faculty/F.Jones.html
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