Thanks for sharing Derek. What did you use to measure engagement? Is it a publicly available survey instrument? Interesting findings. I feel as well that that engagement is where more significant differences will show up, not in academic performance, except at the lower end of the grade scale (more room for poorer students to improve). Did you look at male/female differences? In other research, I’ve found females get higher evaluations than males on average, and that the added boost from active engagement in the team contributes to learning gains that approximately makes up for the gap that otherwise exists in male/female performance in my economics courses. Molly From: Team-Based Learning <[log in to unmask]> On Behalf Of Derek Murray Sent: Monday, March 14, 2022 12:05 PM To: [log in to unmask] Subject: Re: TBL versus lecture Hi all, Great conversation, Molly, and quite topical for me! The references everyone is sharing are very useful, thank you. I am in the analysis stage of a study I did on TBL vs “active lecture” in Spring 2020. My study measured “engagement” and “achievement” using survey data and grades. I taught both courses. The courses were on different topics, but with the same learning outcomes. It’s not published yet, but I will be presenting at the annual meeting of the Canadian Historical Association in May. Here is my abstract including some initial observations: The Effects of Team-Based Learning (TBL) Pedagogy on Student Engagement and Achievement According to Jim Sibley and Peter Ostafichuck, “TBL is a unique and powerful form of small group learning [that] harnesses the power of teams and social learning, combined with accountability structures and systematic instructional sequences to let you achieve powerful results” (2014, p. 4). This paper explores the effects of TBL pedagogy in the history classroom by comparing the experiences of students in two courses: one structured in a format in which lectures were interspersed with group activities and other active learning strategies and the other built using the TBL model. Students in each course were asked to self-identify their level of engagement with the course material based on a clearly defined engagement scale. Student achievement of course learning outcomes were also compared. Eighty-two percent of students in the TBL course reported that it was more engaging than their other courses. In addition, mean final grades were five percent higher in the TBL course versus the non-TBL course. A higher proportion of students in the TBL course (88%) reported that they were equally or more engaged with the course content after taking the course than students in the non-TBL course (71%). The data gathered in this study are insufficient to demonstrate a statistically significant correlation between TBL and student success. However, engagement ratings, written feedback, and classroom observation suggest that TBL did play a role in enhancing the student experience. As a pedagogical approach, TBL offers exiting possibilities for engaging students in the pursuit of historical inquiry. Derek Murray, PhD (he/him) l Education Developer Centre for Excellence in Teaching and Learning l Learning Services [log in to unmask]<mailto:[log in to unmask]> l 250-370-3949 CAMOSUN COLLEGE l Victoria, BC l camosun.ca/cetl<http://camosun.ca/cetl> [cid:image001.jpg@01D8379F.9DB93CC0] ______________________________________ I am grateful to be living and working on the traditional territories of lək̓ʷəŋən and W̱SÁNEĆ peoples. I am humbled by their welcome and graciousness to all who seek knowledge here. From: Team-Based Learning <[log in to unmask]<mailto:[log in to unmask]>> On Behalf Of Judith Ainsworth Sent: March 12, 2022 2:00 PM To: [log in to unmask]<mailto:[log in to unmask]> Subject: Re: TBL versus lecture Here is another study that found no difference on knowledge retention. ________________________________ To unsubscribe from the TEAMLEARNING-L list, please click here.<http://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. Regards, Judith _________________________________________ Judith Ainsworth, Ph.D. Course Lecturer/Chargée de cours Organisational Communication 1st Vice President 2022 Association for Business Communication McGill University / Université McGill School of Continuing Studies École d’éducation permanente 688, rue Sherbrooke Ouest, 11e étage Montréal (Québec), Canada H3A 3R1 T: +1-514-398-6200 mcgill.ca/scs<https://www.mcgill.ca/continuingstudies/> / mcgill.ca/eep<https://www.mcgill.ca/continuingstudies/fr> WeChat: judithainsworth _________________________________________ On 12 Mar 2022, at 11:06, Tracy Gillis <[log in to unmask]<mailto:[log in to unmask]>> wrote: Nicole, what was your conclusion? Tracy On Mar 12, 2022, at 7:50 AM, Nicole L Arduini-VanHoose <[log in to unmask]<mailto:[log in to unmask]>> wrote: External Email: This email was sent from outside VIU, treat links and attachments with extra caution. Yes. I was the instructor. Same course (4 sections). Same semester. Lecture vs TBL. I used course evaluations, attendance, student retention rates, and exam grades. Nicole Arduini-Van Hoose, PhD Associate Professor of Psychology Hudson Valley Community College On Mar 12, 2022, at 10:30 AM, Selim, Mohamed Y [E CPE] <[log in to unmask]<mailto:[log in to unmask]>> wrote: EXTERNAL EMAIL: This email originated from a source outside HVCC. Do not click any links or open any attachments unless you trust the sender and know the content is safe. Dear Prof. Espey, I did a similar study but it was two different instructors but fully coordinated both courses including assignments and exams. Here it is: https://dr.lib.iastate.edu/entities/publication/ef11be98-72fa-467d-9e8c-3356ac953829<https://linkprotect.cudasvc.com/url?a=https%3a%2f%2fdr.lib.iastate.edu%2fentities%2fpublication%2fef11be98-72fa-467d-9e8c-3356ac953829&c=E,1,snU45U3n40WYXbpth3LYof71txG1Vj0HaAj5xvJhBQUauubIZdTJEgauy1eJ0R3XFrkDKWO072VK9F6p0klnKOjbVfiUZ7aiPi7WOPTCJ0ucrg9WUYEKZNQ,&typo=1> With all my regards Mohamed Y. Selim Senior Member, IEEE Assistant Teaching Professor, Electrical and Computer Eng. Dept, Office Phone Number: +1 515 294 5498 305 Durham Center, Iowa State University ________________________________ From: Team-Based Learning <[log in to unmask]<mailto:[log in to unmask]>> on behalf of Molly Espey <[log in to unmask]<mailto:[log in to unmask]>> Sent: Saturday, March 12, 2022 9:19 AM To: [log in to unmask]<mailto:[log in to unmask]> <[log in to unmask]<mailto:[log in to unmask]>> Subject: TBL versus lecture Has anyone conducted a study of TBL versus (active) lecture courses taught by the same instructor during the same semester? Not comparing parts of a course, but entire course TBL versus entire course more traditional lecture interspersed with activities done individually (or with others but not in organized teams). Besides academic performance in the class, what other instruments have been used to measure TBL versus lecture differences? Molly Espey, Professor John E. Walker Dept. of Economics 312H Wilbur O. and Ann Powers Hall Clemson University Clemson, SC 29634 <image001.png> ________________________________ To unsubscribe from the TEAMLEARNING-L list, please click here.<http://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 here.<http://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 here.<http://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 here.<http://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 here.<http://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. 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