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:
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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.
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Any ideas where this emerged from?
Cheers,
Tim
We make the road by walking. -- Myles Horton & Paulo Freire
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