Evaluation of Online Team Based Learning : Staff and Student Perspectives
Abstract
Introduction and Context
Article # 5
Title :
Evaluation of Online Team Based Learning : Staff and Student Perspectives
Authors :
Mary Richardson BSc Chemistry Graduate , Sir John Talbot ' s School , Whitchurch , Shropshire
Daniela Plana ( Corrisponding Author ) Lecturer in Chemical and Physical Science , School of Chemical and Physical Sciences , Keele University
Keywords :
Team-based Learning ; Online Teaching and Learning ; Active Learning
DOI : 10.21252 / a6ck-1t65
Evaluation of Online Team Based Learning : Staff and Student Perspectives
Abstract
With the forced move online during the Covid19 pandemic , Keele chemistry programmes turned to Team Based Learning ( TBL ) as an active learning method that could be adapted to a virtual environment . TBL is a structured , collaborative form of learning where students work together to solve problems ; it has been found effective in enhancing student performance and developing transferable skills . This study aimed to evaluate the perceptions of staff and students of online TBL , using anonymous questionnaires ( students ) and interviews ( staff ). Whilst both students and staff surveyed found online TBL more difficult than in-person , particularly in terms of communication ; they also indicated it was the best online teaching form experienced during the pandemic . Key benefits identified were the highly structured nature of the method , its encouragement of peer-to-peer interaction and the real-time monitoring of student progress by staff during sessions .
Introduction and Context
Traditionally STEM subjects have been and continue to be taught primarily through lectures , however , numerous studies have shown that active learning improves student attainment and decreases failure rates ; a meta-analysis of 255 studies by Freeman et al . showed that introduction of active learning methods in STEM subjects on average increased examination scores by 6 %, whilst students in traditional lecture-led classes were 1.5 times more likely to fail than their active learning counterparts ( Freeman et al . 2014 ). This should hardly be surprising to scientists who generally would understand and adhere to constructivist theories , where learners incorporate new knowledge by creating links between new information and existing knowledge frameworks ( Bodner 1986 ; Taber 2000 ; Piaget 1950 ). Constructivist theory naturally leads to more effective learning occurring when active processes are engaged in by the learner ( Bonwell and Eison 1991 ).
Team Based Learning ( TBL ) is an active learning strategy developed by Michaelsen et al . in order to encourage small group , active discussion within large cohorts in business courses ( Michaelsen et al . 1982 ). TBL has been shown to increase students ’ knowledge and engagement ; TBL is essentially a structured , small group , collaborative form of active learning where learners combine their knowledge to solve problems . It consists of three key stages : ( 1 ) preparation , which can consist of set readings , videos , lectures , etc .; ( 2 ) the readiness assurance test ( RAT ), which encompasses a set of multiple choice questions ( MCQs ) first done individually ( individual RAT , iRAT ) and then as a team ( team RAT , tRAT ), followed by an instructor intervention ; and ( 3 ) application activities , where more complex tasks are performed through team discussion and debate ( Hancock et al . 2017 ). A key feature of TBL is the immediate feedback teams obtain during the tRAT , traditionally through the use of a scratchcard coded with
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