It isn't TBL, but for direction comparison between a very active classroom and one based on lecture by "by a motivated faculty member with high student evaluations and many years of experience teaching this course" see Deslauriers, Schelew, and Wieman, "Improved learning in a large-enrollment physics class," Science 332.6031 (2011): 862-864. For a non-paywalled version, see http://www.math.unm.edu/mctp/gstts/science.pdf . A key part of this study as students had no incentive to study for the assessment that compared learning in the active classroom to the lecture based one (the experiment lasted for just one week). Thus, it just measured the classroom component, which is something that we can control. It is awfully hard for us to influence how much students study! The mean score on the assessment for the lecture-based class was 41% and it was 74% for the active class; this difference was about 2.5 standard deviations. I would think that such a study design would be rather straightforward to do in other settings -- compare lecture to TBL for a week or so and give an assessment that students only receive credit for completing. Likely TBL would achieve similar results. If no one has done such a study I really hope that someone does! Part of the reason for this large result is described in an earlier paper by the last author of the above paper: "Why Not Try a Scientific Approach to Science Education," http://cwsei.ubc.ca/SEI_research/files/Wieman-Change_Sept-Oct_2007.pdf . TBL certainly fits into the reasons he's describes. - Bill P.S. The last author of the first paper is a leader in STEM education research. He's at Stanford with a joint appointment between physics and their Graduate School of education. He's received both a Nobel Prize and Carnegie Foundation's U.S. University Professor of the Year Award (for teaching). Terri asked: > I have heard it stated that the worst implementations of TBL leads to > better student outcomes than the best lecture courses with the most > esteemed professors. Is this statement based on research or is it > anecdotal? If based on research, could someone please post citations? > I'd love to pass it along to my instructional designer. Thanks! -- Bill Goffe Senior Lecturer Department of Economics Penn State University 304 Kern Building University Park, PA 16802 814-867-3299 [log in to unmask] http://cook.rfe.org/ ######################################################################## To unsubscribe from the TEAMLEARNING-L list, please click the following link: https://lists.ubc.ca/scripts/wa.exe?SUBED1=TEAMLEARNING-L&A=1 Further information about the UBC Mailing Lists service can be found on the UBC IT website.