Carolyn,
Thanks for all your thoughts on this. My plan is to have students complete a survey at the beginning and end of the semester that would have the same questions on each and
compare differences in changes over the semester between the two groups. These questions would be some that I’ve used in previous studies only evaluating change over time in TBL, rather than comparing different instructional methods (also only mean differences,
not connected to individuals in my other studies). These questions relate to such things as value of working with others and development of critical thinking skills. I will also have questions I only ask at the end of the semester (e.g. “I enjoyed this course.”)
to compare between students in the two groups.
Using the same exams in each, I will also be able to compare individual academic performance. The courses to be analyzed are both core theory (introductory and intermediate
microeconomics). All survey responses will be connected to students so I will be able to evaluate relationships between attitudes and outcomes as well. I also have access to a fair amount of individual demographic information institutionally (gender, gpa,
etc). Working on finalizing survey and IRB application now.
Molly Espey, Professor
John E. Walker Dept. of Economics
312H Wilbur O. and Ann Powers Hall
Clemson University
Clemson, SC 29634
From: Carolyn B <[log in to unmask]>
Date: Monday, May 16, 2022 at 2:44 PM
To: "[log in to unmask]" <[log in to unmask]>, Molly Espey <[log in to unmask]>
Subject: Re: research project - request for ideas
I'm a bit late to the game, but it would seem likely that team learning would also show improved ability to apply the knowledge in a mini-case or something along that line (eg something you could
do in both classes, record and then count comments of certain kinds, look at the depth/breath of conclusions) because they are more used to having their perspectives broadened by using groups more to discuss things and so are training their brains to take
a broader view of information (well unless various biases, confirmation bias, etc. get in the way).
I'd suspect this would show up in individual homework, not just in class group work. Although this would be confounded a bit by group process in the team learning class vs ad hoc groups in the
not team learning class (if you used them at all). In fact you could do ad hoc groups in both sections for this and see if there are any differences between how the groups behave and types of answers they give to the case.
Be aware that it is going to matter when in the term you do things for several reasons.
-
At the beginning of the term groups from both classes will be at the same starting point (so you could use this as a control that you have matched groups or not) with respect to figuring out how to work in a group and so would
both be up against the same early group process issues that affect performance.
-
Further in the term successful group development in the team learning class would mean the teams in the team learning section would likely mean they may be better at using divergent information and having answers in more depth,
etc. (unless the team is dysfunctional) than ad hoc groups you'd create in the other section to discuss something in class (so you could compare the two). Yes this looks similar to comparing teams early on and later when they have worked out how to work together
- but instead your dependent variables would be related to more thoughtful discussions and better use of divergent information (yes teams early in the process tend to suppress conflict so the non team learning ad hoc teams would be at that point, however if
you are looking at depth of use of material vs conflicts that affect solutions that might help tease these things apart).
-
But Larry Michaelson and I found that teams (we looked just at RATS) used consensus less at the very end of the term than they did earlier in the term - likely they were close enough to being "done" that they didn't care anymore
and just wanted to get things over with - so be careful where in the course you measure this as that will confound behavior.
Carolyn
From: Team-Based Learning <[log in to unmask]> on behalf of Molly Espey <[log in to unmask]>
Sent: Tuesday, April 5, 2022 1:05 PM
To: [log in to unmask] <[log in to unmask]>
Subject: Re: research project - request for ideas
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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