Team-based learning (TBL) is an evidence-based teaching strategy developed to foster collaborative learning. A TBL-based module includes several units of instruction that are facilitated using a three-step cycle: Step 1) Pre-class preparation (students attend class having engaged with relevant material); Step 2) Graded in-class “readiness assurance testing” completed by individuals and teams; and Step 3) application-focused exercises completed by each team.
Concerns for student engagement, in addition to, the integration of international students prompted the formation of a Community of Practice (CoP) comprising academic staff, learning and teaching unit staff and Faculty of Business management of an Irish Institute of Technology. The CoP worked collaboratively to introduce a “Flipped Classroom” approach underpinned by TBL principles.
164 undergraduate students took part in TBL over two semesters. 4 lecturers from the Faculty adopted the approach for 4 modules: Organisational Management (N=60 students); Sales Management (N=21 students); Auditing (N=70 students) and Management (N = 13 students).
Three different feedback tools, of varying technological sophistication, were used to facilitate the TBL method. These were: pen-and-paper quizzes, TBL scratch cards (the standard TBL tool for instant feedback) and an electronic Classroom Response System (CRS – Turning Technologies TM).
This paper presents an analysis of student and staff perceptions of the TBL approach, including the technologies used to facilitate in-class feedback. 94 students (59% response rate) responded to an end-of-module questionnaire which was designed to allow comparison with national norms provided from the Irish Survey of Student Engagement. 6 students took part in a focus group. Further interviews were conducted with the 4 academic staff who facilitated the modules.
Overall, there was a very positive response to TBL by students. 80%, for example, were in agreement that completing in class tests as a group helped them to achieve the learning outcomes associated with the module. 84% of the sample agreed that the instant feedback from quizzes also helped them to achieve such outcomes. In-class teamworking was perceived as a valuable experience, a productive use of course time and helped to improve students’ understanding of course content.
Analysis of the qualitative data from questionnaires and the focus group indicated that the experience of TBL aided intercultural integration and the development of employability skills. Instant feedback facilitated by the technologies used was seen as a motivational factor for students. Volume of pre-class reading as well as the mode of delivery of pre-class content were areas that students suggested be revisited.
Academic staff considered that preparation for the TBL approach and technologies used involved considerable investment of time, in particular, the CRS. The use of pen and paper and scratch card “technologies” were considered useful for small class sizes. In keeping with student findings, staff observed that instant feedback was motivating to students. The CRS was perceived as providing enhanced visualisation of results for both students and staff. Staff also noted benefits in terms of attendance, classroom engagement and student achievement. The CoP approach was viewed as an excellent peer-to-peer support model for introducing innovations in learning and teaching.
Topics: Assessment and Feedback in a Digital Age , Topics: Digital Technologies in Disciplinary Contexts
