Since it appears that everyone who responded replied just to me and not the listserv, and I thought everyone might be interested, I have summarized responses from others regarding what students may be getting out of TBL.
I still welcome further contributions to this discussion.
Improved academic performance
Perception of improved learning (or more confidence with their knowledge)
Ability to better understand the perspective or viewpoints of others (and possible link to greater appreciation of diversity of views)
Improved attitude toward the subject
Ability to work with others (teamwork!)
Social engagement
Molly
From: Team-Based Learning <[log in to unmask]>
On Behalf Of Molly Espey
Sent: Tuesday, 5 April 2022 1:02 AM
To: [log in to unmask]
Subject: research project - request for ideas
This fall semester I will teach two sections of my intermediate microeconomics course, one using TBL and the other not (active lecture). I will repeat this exercise in the
spring with my introductory level microeconomics course, and plan to do this for at least two years to get enough observations. Our classes are relatively small, with about 45 per section.
I plan to compare academic outcomes, and perhaps other reasonably easy to measure things like attendance and attrition. I would like to implement a pre- and post-survey
to assess attitudes about other things we think are beneficial about TBL such as enthusiasm/interest, ability to work with others, etc.
Three requests:
-
Please suggest ideas of those other things, besides improved learning, that I could assess within the frame of the semester.
-
If anyone is aware of validated surveys that might be useful for me, please send me a link for more information.
-
If anyone is willing and able to join in a parallel study, please contact me.
And thanks to everyone who responded to my earlier query about others who have compared TBL to non-TBL teaching!
Molly Espey, Professor
John E. Walker Dept. of Economics
312H Wilbur O. and Ann Powers Hall
Clemson University
Clemson, SC 29634
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