Hi,
We
have been running TBL successfully in many classes in our Business school, at both
under and post-graduate level. The one area where we are still looking for a
real success story is our first year cohort.
To
give you a bit of background:
As a
result of this we lack a shared educational culture and a sense of community in
the first year (these things improve in the later years!). We have found both
distributing material in the class a time-consuming challenge and cheating has
been common enough to undermine the entire process. For example, students have
no difficulty seeing IFATs on the rows in front of them and have used phones to
text each other correct answers. We have tried using different IFATs on
different rows, which resulted in an administrative workload and chaos in class
if even one student group was sitting in the wrong row. Taking the RAP into the
tutorials/online led to questions leaking from tutorial to tutorial no matter
how many ways we tried to fix that by changing question orders, requiring
question sheets to be returned, alternating forms etc.
So we
are basically at the point of having to abandon TBL in our large first year
classes before we burn out our staff and give TBL a bad name as a pedagogy that
does not work. Any suggestions on how to make it work under these conditions,
as we do believe in the value TBL would offer our students?
Best Wishes,
Henriikka
------------------------------------------
Henriikka Clarkeburn |
Lecturer
Office of Learning and Teaching | Faculty of Economics and Business
THE
Rm 386, Merewether Building (H04) | The University of Sydney |
NSW | 2006
T +61 2 3036 6156 | F
+61 2 9351 6620
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00026A
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