Team-based learning: Difference between revisions

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'''Team-based learning''' ('''TBL''') is a [[collaborative learning]] and teaching strategy<ref name=":0">{{Cite news|url=http://www.teambasedlearning.org/definition/|title=Definition - Team-Based Learning Collaborative|newspaper=Team-Based Learning Collaborative|language=en-US|access-date=2016-11-03}}</ref> that enables people to follow a structured process to enhance student engagement and the quality of student or trainee learning.<ref>[[Larry Michaelsen|Michaelsen, Larry]], and Michael Sweet. "Team-Based Learning." Web log post. NEA - Team Based Learning. N.p., n.d. Web. 27 Nov. 2012. <http://www.nea.org/home/34362.htm {{Webarchive|url=https://web.archive.org/web/20200819160412/https://www.nea.org/home/34362.htm |date=2020-08-19 }}>.</ref> The term and concept was first popularized by [[Larry Michaelsen]], the central figure in the development of the TBL method while at [[University of Oklahoma]] in the 1970s, as an educational strategy that he developed for use in academic settings, as in [[medical education]].<ref>[[Larry Michaelsen|Michaelsen, L.K.]], Watson, W.E., Cragin, J.P., and [[L. Dee Fink|Fink, L.D]]. (1982) Team-based learning: A potential solution to the problems of large classes. ''Exchange: The Organizational Behavior Teaching Journal 7''(4): 18-33.</ref><ref name="isbn0-89789-863-X">{{cite book |editor=Larry K. Michaelsen |editor-link=Larry K. Michaelsen |editor2=Arletta Bauman Knight |editor3=L. Dee Fink |editor3-link=L. Dee Fink |title=Team-based learning: a transformative use of small groups |publisher=Praeger |___location=New York |year=2002 |isbn=978-0-89789-863-8 }}</ref> Team-based learning methodology can be used in any classroom or training sessions at school or in the workplace.

== How it works ==

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== Benefits ==

Team-Based Learning has been suggested to help students who seem uninterested in subject material, do not do their homework, and have difficulty understanding material. TBL can transform traditional content with application and problem solving skills, while developing interpersonal skills.<ref name="isbn0-89789-863-X" /> Vaughn et al. (2019) stated that team-based learning is an effective method for gaining better “content acquisition, vocabulary growth, and reading comprehension” (p. &nbsp;121).<ref>{{cite journal |last1=Vaughn |first1=S. |last2=Fall |first2=A. M. |last3=Roberts |first3=G. |last4=Wanzek |first4=J. |last5=Swanson |first5=E. |last6=Martinez |first6=L. R. |title=Class percentage of students with reading difficulties on content knowledge and comprehension |journal=Journal of Learning Disabilities |date=2019 |volume=52 |issue=2 |pages=120–134|doi=10.1177/0022219418775117 |pmid=29779435 |s2cid=29156830 }}</ref> Jakobsen and Knetemann (2017) further add that team-based learning allows students to take a much deeper look at course content and serve to hold their attention better than traditional methods.<ref>{{cite journal |last1=Jakobsen |first1=K. V. |last2=Knetemann |first2=M. |title=Putting structure to flipped classrooms using team-based learning |journal=International Journal of Teaching and Learning in Higher Education |date=2017 |volume=29 |issue=1 |pages=177–185}}</ref> Its implementation in education can also be important for developing skills and abilities that are useful for businesses, organizations, careers, and industries where many projects and tasks are performed by teams. Learning how to learn, work, interact, and collaborate in a team is essential for success in this kind of an environment.<ref>Howard Hills (2001) Team Based Learning Gower Publishing Company {{ISBN|0-566-08364-7}}</ref> Many of the medical schools have adopted some version of TBL for several of the benefits listed above, and also for greater long-term knowledge retention. According to a study done by the [https://medicine.wustl.edu/ Washington University School of Medicine], individuals who learned through an active team based learning curriculum had greater long-term knowledge retention compared to a traditional passive lecture curriculum. Evidently, faculty of professional schools are thus directing their focus towards developing application and integration of knowledge beyond the content-based curricula, rather than simple course objectives such as simply memorizing a concept.<ref>{{Cite journal|title=Knowledge Is No Longer Enough: Enhancing Professional Education with Team-Based Learning|journal=New Directions for Teaching and Learning|volume=2008|issue=116|pages=41–53|url=http://www.southampton.ac.uk/assets/centresresearch/documents/medu/Workshops%20and%20courses%20flyer/10_4_13_sibley.pdf|doi=10.1002/tl.332|year=2008|last1=Sibley|first1=Jim|last2=Parmelee|first2=Dean X.}}</ref> Michaelsen adds that "assignments that require groups to make decisions and enable them to report their decisions in a simple form, will usually generate high levels of group interaction"<ref name="isbn0-89789-863-X_chapter2">{{cite book|title=Team-based learning: a transformative use of small groups|publisher=Praeger|year=2002|isbn=978-0-89789-863-8|editor-link=Larry K. Michaelsen|___location=New York|chapter=Chapter 2: Getting Started with Team Learning|editor=Larry K. Michaelsen|editor2=Arletta Bauman Knight|editor3=L. Dee Fink|editor3-link=L. Dee Fink}}</ref> and are:

* significant (correlated to important course objectives, meaningful to the future work that the course might prepare a student for),

* the same for all teams in the course,

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Controlled studies of initial implementations of team learning have shown increases in student engagement and mixed results for other outcomes.<ref name="pmid15833720">{{cite journal|year=2005|title=A comparison of in-class learner engagement across lecture, problem-based learning, and team learning using the STROBE classroom observation tool|journal=Teaching and Learning in Medicine|volume=17|issue=2|pages=112–118|doi=10.1207/s15328015tlm1702_4|pmid=15833720|vauthors=Kelly PA, Haidet P, Schneider V, Searle N, Seidel CL, Richards BF|s2cid=22498091}}</ref><ref name="pmid14739758">{{cite journal|year=2004|title=A controlled trial of active versus passive learning strategies in a large group setting|journal= Advances in Health Sciences Education|volume=9|issue=1|pages=15–27|doi=10.1023/B:AHSE.0000012213.62043.45|pmid=14739758|vauthors=Haidet P, Morgan RO, O'Malley K, Moran BJ, Richards BF|s2cid=6413794}}</ref>

The [https://www.weforum.org/ [World Economic Forum]] identified Top 10 skills required in its "The Future of Jobs and Skills"<ref>{{Cite news|url=http://reports.weforum.org/future-of-jobs-2016/shareable-infographics/|title=Shareable Infographics|newspaper=The Future of Jobs|access-date=2016-11-17}}</ref> report, namely complex problem solving, critical thinking, creativity, people management, coordinating with others, [[emotional intelligence]], judgement and decision making, service orientation, and negotiation, and cognitive flexibility. TBL is often compared to the traditional one-way lecture format that does not develop those skills in students. On the other hand, TBL can engage students and provide an environment of collaborative learning and discussion. More than 500 publications in the [http://eric.ed.gov/?q=team-based+learning Education Resource Information Center (ERIC)] provide evidence for the positive educational outcomes of TBL-use in the classroom.

TBL is resource efficient. In digitally-enabled classroom settings, the use of TBL cuts the amount of paper used for the lesson. Instructors also do not need to prepare the materials in hardcopy and can easily make changes to the questions to be discussed in class, remotely or on the go. Since most of the learning happens in the form of discussions and feedback sessions in class, unnecessary paperwork is left out of the equation altogether. In addition, instructors can gather data on the performance of a class and automate student grading.

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==History==

Team-based learning has in recent years been advanced by [[Duke Corporate Education]] and [[PricewaterhouseCoopers]].<ref>Hospitals Show How to Accelerate Learning {{cite web |url=http://clomedia.com/articles/view/2144/2 |title=ArchivedHospitals copyShow How to Accelerate Learning - Chief Learning Officer, Solutions for Enterprise Productivity |access-date=2014-01-30 |url-status=dead |archive-url=https://web.archive.org/web/20140202141043/http://clomedia.com/articles/view/2144/2 |archive-date=2014-02-02 }}</ref> In 2005, Judy Rosenblum, then President of Duke Corporate Education, and Tom Evans, Chief Learning Officer of PricewaterhouseCoopers, began to explore the learning environment in teaching hospitals and its possible transferability to corporate environments.<ref>{{cite journal |last1=Vaughn |first1=S. |last2=Fall |first2=A.M. |last3=Roberts |first3=G. |last4=Wanzek |first4=J. |last5=Swanson |first5=E. |last6=Martinez |first6=L. R. |title=Class percentage of students with reading difficulties on content knowledge and comprehension |journal=Journal of Learning Disabilities |date=2019 |volume=52 |issue=2 |pages=120–134|doi=10.1177/0022219418775117 |pmid=29779435 |s2cid=29156830 }}</ref>

==References==

{{Reflist}}

{{Reflist}} Vaughn, S., Fall, A. M., Roberts, G., Wanzek, J., Swanson, E., Martinez, L. R. (2019). Class percentage of students with reading difficulties on content knowledge and comprehension. Journal of Learning Disabilities, 52(2), 120-134.

==External links==