Does anyone have access to the full report?
On Fri, Dec 5, 2014 at 6:19 PM, Tim Loblaw <[log in to unmask]> wrote:
> Interestingly, it appears that Hanover Research was commissioned to
> conduct a Team-based learning. As my institution utilizes Hanover, here is
> a copy of the message I received, promoting the report:
> -----------------------------------------
>
>
> Good Afternoon,
>
>
>
> In the following report, Best Practices in Team-Based Learning in Higher
> Education
> <https://hanoverresearch.secure.force.com/customerportal/reportDetail?Redirect=Research&documentId=a0r5000000C4hz6AAB&active=Research>,
> Hanover Research discusses best practices in team-based learning in higher
> education, with particular emphasis on the use of technology and ability to
> foster multidisciplinary learning.
>
>
>
> KEY FINDINGS
>
> v *Collaborative software platforms can effectively supplement the
> positive benefits of TBL.* The use of technology extends team
> interactions beyond the time and space of the classroom. The major benefit
> of leveraging collaborative software in this way is the facilitation of
> synchronicity—a condition where “individuals work simultaneously with
> shared focus and understanding.”
>
> v *Research examining the outcomes of using social media as a supplement
> to TBL is mixed. *Possible advantages to using a social media platform as
> an online collaborative tool in TBL are that the majority of students are
> already familiar with it and it has no cost. A study from a Malaysian
> university found positive outcomes from the use of Facebook to supplement a
> TBL course, while a study of the use of Twitter in a graduate TBL course in
> the United State reported negative outcomes—specifically that students
> found it distracting to learning and did not understand its purpose.
>
> v *Multidisciplinary team-based learning can improve students’
> cross-disciplinary communication skills*. Reviews of multiple group- or
> team-based initiatives that involve students from multiple disciplines show
> that a key outcome is that participants “[learn] to speak each other’s
> languages” and solve problems across disciplines. Although such initiatives
> commonly combine students from closely related fields, such as engineering
> and manufacturing, projects have also successfully brought together
> students from disparate fields such as health care and computer science or
> physics and education.
>
> v *Multidisciplinary projects can also expand students’ knowledge base*.
> Multiple studies report that these types of projects aid in students’
> knowledge construction by allowing them to look at problems through the
> lens of other disciplines. On the other hand, such projects can also allow
> them to see their own disciplines a new light, and perhaps to discover gaps
> in their own knowledge.
>
> v *The TBL framework requires instructors to foster an environment that
> promotes effective student interaction and team building. *Institutions
> should keep this in mind with all aspects of course planning—including the
> formation of teams, feedback mechanisms, and assignment creation—in order
> to achieve the desired learning outcomes. TBL increases overall student
> accountability by making students accountable for their own individual
> preparation before class, for their team contributions, and for their
> team’s overall performance.
>
> v *Creating assignments that foster both accountability and thoughtful
> collaboration while deepening student understanding may be the most
> challenging aspect of TBL for college instructors.* Best practices
> research indicates that successful assignments need to be built around what
> students perceive to be relevant issues that capture their interest and
> should require teams to make a specific choice and use sound reasoning to
> justify it. Teams should concurrently work on the same problem and group
> results or deliverables, which teams should share with the class either
> simultaneously or sequentially.
>
> v *Effective use of the readiness assessment process (RAP) in TBL can
> foster teamwork while ensuring individual accountability.* Continuous
> feedback, face-to-face interaction with teammates, a vested interest in
> group outcomes, and the encouragement of pre-class preparation all
> contribute positively to the internalizing of course content and help
> students build their teamwork skills.
>
> v *A scan of recent scholarship indicates high levels of student
> satisfaction with TBL.* Studies have consistently found that students
> prefer to TBL to traditional lecture style courses, and that students
> perceive it to enhance their levels of engagement and learning. Research
> indicates that student satisfaction with TBL rests most critically on
> perceptions of enhanced teamwork and professional skills. Students grow
> more satisfied with the method as they gain more experience with it.
> ---------------------------------------
> Any ideas where this emerged from?
>
> Cheers,
> Tim
>
> We make the road by walking. -- Myles Horton & Paulo Freire
>
--
Douglas C. Anderson, Pharm.D., D.Ph.
Professor and Chair
Department of Pharmacy Practice
Cedarville University School of Pharmacy
`·.¸¸.·´¯`·.¸ ><((((º> *
Phil 4:13
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