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Team-Based Learning <[log in to unmask]>
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Wed, 11 Jan 2017 15:48:45 +0000
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Erik Maki <[log in to unmask]>
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Erik Maki <[log in to unmask]>
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To: Terri Gillian <[log in to unmask]>
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This is in reference to active learning vs lecture



Scott Freeman, Sarah L. Eddy, Miles McDonough, Michelle K. Smith, Nnadozie Okoroafor, Hannah Jordt, and Mary Pat Wenderoth 

Active learning increases student performance in science, engineering, and mathematics 

PNAS 2014 111 (23) 8410-8415; published ahead of print May 12, 2014, doi:10.1073/pnas.1319030111

http://www.pnas.org/content/111/23/8410.abstract





Erik



Erik D. Maki, PharmD, BCPS

Associate Professor - Drake University College of Pharmacy and Health Sciences

 

Clinical Specialist - Mercy Medical Center

Cell: 515-326-0171

Email: [log in to unmask] or [log in to unmask]



-----Original Message-----

From: Team-Based Learning [mailto:[log in to unmask]] On Behalf Of Terri Gillian

Sent: Wednesday, January 11, 2017 8:21 AM

To: [log in to unmask]

Subject: Better than lectures



I have heard it stated that the worst implementations of TBL leads to better student outcomes than the best lecture courses with the most esteemed professors.  Is this statement based on research or is it anecdotal?  If based on research, could someone please post citations?  I'd love to pass it along to my instructional designer.  Thanks!



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