ERIC Number: EJ1062248
Record Type: Journal
Publication Date: 2015-May
Abstractor: As Provided
Reference Count: 18
Examining the Effectiveness of Team-Based Learning (TBL) in Different Classroom Settings
Yuretich, Richard F.; Kanner, Lisa C.
Journal of Geoscience Education, v63 n2 p147-156 May 2015
The problem of effective learning in college classrooms, especially in a large lecture setting, has been a topic of discussion for a considerable span of time. Most efforts to improve learning incorporate various forms of student-active learning, such as in-class investigations or problems, group discussions, collaborative examinations and interactive technology such as i-clicker. Team-Based Learning (TBL) is a classroom paradigm that all but eliminates the standard lecture and shifts exams from an end-of-unit exercise to a preparatory role. Adapting TBL to an introductory oceanography course has yielded mixed results. Student satisfaction as measured by course evaluations has increased in several important indicators, but not in summative questions. Final grades have also continued at high levels, and discussions around in-class investigations have become increasingly sophisticated, but performance on certain exam components associated with higher-order learning has declined. The classroom environment may play a major role, with TBL showing greater effectiveness in a TBL-designed facility compared with a traditional auditorium.
Descriptors: Cooperative Learning, Teamwork, College Students, Higher Education, Active Learning, Educational Assessment, Thinking Skills, Educational Technology, Comparative Analysis, Academic Achievement
National Association of Geoscience Teachers. Carleton College W-SERC, One North College Street, Northfield, MN 55057. Tel: 540-568-6675; Fax: 540-568-8058; e-mail: email@example.com; Website: http://nagt-jge.org
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Location: Massachusetts