This is in reference to active learning vs lecture Scott Freeman, Sarah L. Eddy, Miles McDonough, Michelle K. Smith, Nnadozie Okoroafor, Hannah Jordt, and Mary Pat Wenderoth Active learning increases student performance in science, engineering, and mathematics PNAS 2014 111 (23) 8410-8415; published ahead of print May 12, 2014, doi:10.1073/pnas.1319030111 http://www.pnas.org/content/111/23/8410.abstract Erik Erik D. Maki, PharmD, BCPS Associate Professor - Drake University College of Pharmacy and Health Sciences Clinical Specialist - Mercy Medical Center Cell: 515-326-0171 Email: [log in to unmask] or [log in to unmask] -----Original Message----- From: Team-Based Learning [mailto:[log in to unmask]] On Behalf Of Terri Gillian Sent: Wednesday, January 11, 2017 8:21 AM To: [log in to unmask] Subject: Better than lectures 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! ######################################################################## 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. ######################################################################## 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.