Does anyone have access to the full report? On Fri, Dec 5, 2014 at 6:19 PM, Tim Loblaw <[log in to unmask]> wrote: > 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: > ----------------------------------------- > > > 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. > --------------------------------------- > Any ideas where this emerged from? > > Cheers, > Tim > > We make the road by walking. -- Myles Horton & Paulo Freire > -- Douglas C. Anderson, Pharm.D., D.Ph. Professor and Chair Department of Pharmacy Practice Cedarville University School of Pharmacy `·.¸¸.·´¯`·.¸ ><((((º> * Phil 4:13