Here is another study that found no difference on knowledge retention.
Regards,
Judith
_________________________________________
Judith Ainsworth, Ph.D.
Course Lecturer/Chargée de cours
Organisational Communication
1st Vice President 2022
Association for Business Communication
McGill University / Université McGill
School of Continuing Studies
École d’éducation permanente
688, rue Sherbrooke Ouest, 11e étage
Montréal (Québec), Canada
H3A 3R1
T: +1-514-398-6200
mcgill.ca/scs <https://www.mcgill.ca/continuingstudies/> / mcgill.ca/eep <https://www.mcgill.ca/continuingstudies/fr>
WeChat: judithainsworth
_________________________________________
> On 12 Mar 2022, at 11:06, Tracy Gillis <[log in to unmask]> wrote:
>
> Nicole, what was your conclusion?
>
> Tracy
>
>> On Mar 12, 2022, at 7:50 AM, Nicole L Arduini-VanHoose <[log in to unmask] <mailto:[log in to unmask]>> wrote:
>>
>>
>> External Email: This email was sent from outside VIU, treat links and attachments with extra caution.
>> Yes. I was the instructor. Same course (4 sections). Same semester. Lecture vs TBL. I used course evaluations, attendance, student retention rates, and exam grades.
>>
>> Nicole Arduini-Van Hoose, PhD
>> Associate Professor of Psychology
>> Hudson Valley Community College
>>
>>> On Mar 12, 2022, at 10:30 AM, Selim, Mohamed Y [E CPE] <[log in to unmask] <mailto:[log in to unmask]>> wrote:
>>>
>>>
>>> EXTERNAL EMAIL: This email originated from a source outside HVCC. Do not click any links or open any attachments unless you trust the sender and know the content is safe.
>>>
>>>
>>> Dear Prof. Espey,
>>>
>>> I did a similar study but it was two different instructors but fully coordinated both courses including assignments and exams.
>>>
>>> Here it is:
>>>
>>> https://dr.lib.iastate.edu/entities/publication/ef11be98-72fa-467d-9e8c-3356ac953829 <https://linkprotect.cudasvc.com/url?a=https%3a%2f%2fdr.lib.iastate.edu%2fentities%2fpublication%2fef11be98-72fa-467d-9e8c-3356ac953829&c=E,1,snU45U3n40WYXbpth3LYof71txG1Vj0HaAj5xvJhBQUauubIZdTJEgauy1eJ0R3XFrkDKWO072VK9F6p0klnKOjbVfiUZ7aiPi7WOPTCJ0ucrg9WUYEKZNQ,&typo=1>
>>>
>>> With all my regards
>>>
>>> Mohamed Y. Selim
>>> Senior Member, IEEE
>>> Assistant Teaching Professor,
>>> Electrical and Computer Eng. Dept,
>>> Office Phone Number: +1 515 294 5498
>>> 305 Durham Center, Iowa State University
>>>
>>> From: Team-Based Learning <[log in to unmask] <mailto:[log in to unmask]>> on behalf of Molly Espey <[log in to unmask] <mailto:[log in to unmask]>>
>>> Sent: Saturday, March 12, 2022 9:19 AM
>>> To: [log in to unmask] <mailto:[log in to unmask]> <[log in to unmask] <mailto:[log in to unmask]>>
>>> Subject: TBL versus lecture
>>>
>>> Has anyone conducted a study of TBL versus (active) lecture courses taught by the same instructor during the same semester? Not comparing parts of a course, but entire course TBL versus entire course more traditional lecture interspersed with activities done individually (or with others but not in organized teams). Besides academic performance in the class, what other instruments have been used to measure TBL versus lecture differences?
>>>
>>> Molly Espey, Professor
>>> John E. Walker Dept. of Economics
>>> 312H Wilbur O. and Ann Powers Hall
>>> Clemson University
>>> Clemson, SC 29634
>>> <image001.png>
>>>
>>>
>>>
>>>
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