Well, Paul Koles et al will have published this year some
pretty powerful evidence on TBL effectiveness over lecture-
based in pathology education: what's learned in TBL sticks and
MCQ exam performance at end is significantly better. Will be
published in very creditable journal in next 6-8 months. Dean
Dean Parmelee, M.D.
Associate Dean for Academic Affairs
Boonshoft School of Medicine
Wright State University
Dayton, Ohio
http://www.med.wright.edu/aa/parmelee.html
On Jun 26, 2010, at 10:45 AM, Sweet, Michael S wrote:
> 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.
> --
> --------------------------------------------------------------
> | 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
> --------------------------------------------------------------
> NOTE THAT I TRY TO ANSWER EMAILS WITHIN 2-3 business days.
|