A systematic review examining the effectiveness of blending technology with team-based learning

River, Jo; Currie, Jane; Crawford, Tonia; Betihavas, Vasiliki; Randall, Sue

doi:10.1016/j.nedt.2016.08.012

Cited by 64 publications

(55 citation statements)

References 24 publications

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“…At the very least, there is evidence to suggest that TBL empowers class engagement and teamwork values with a corresponding growth in learning, exam scores and academic achievement [20,23]. Nonetheless, a contemporary systematic review examining the effectiveness of blended technology with TBL reported limited evidence that blended TBL improved student outcomes and further research is required [24].…”

Section: V1 Discussionmentioning

confidence: 99%

Shifting Pedagogical Priorities in Facilitating Mixed Methods Research Including Postgraduate Student’s Reflections

Gilmartin¹,

Esterhuizen²

2017

5th Annual Worldwide Nursing Conference (WNC 2017)

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Teaching mixed methods research for quality improvement and translating evidence base practice to address meaningful change has become increasingly popular. In times of evidence-based and data-driven calls for improvement, it is important to provide students with knowledge and skills about mixed methods research that will help with the translation of research into practice. The literature identifies diverse pedagogical challenges that students face within mixed methods classrooms. Students are not usually equipped in both qualitative and quantitative approaches. The knowledge gap can result in deep pedagogical challenges compromising student's ability to fully understand the mixed methods paradigm. Although we are shifting from a teacher centered (pedagogical) to a learner centered, self-directed approach (anagogical) student reluctance to engage with blackboard activities and critical appraisal of mixed methods design and papers persist. The present study explores the student perception about learning mixed methods research by collecting written reflections at the end of a mixed methods post graduate study day and across a post graduate module on mixed methods research. A reflective teaching-learning methodology was employed aligned to the self-inquiry model. Using a systematic framework for content data analysis, two distinct categories were revealed. These relate to 'barriers' and 'enablers' that influenced the quality of the learning event. The data analysis yielded four themes including 'grappling with mixed methods research', 'classroom challenges' moving to 'creative engagement with mixed methods' and 'pedagogic teacher-student interactions'. To tackle the myriad of challenges encountered, innovative teaching strategies and the sustainability of student centered approaches will be considered to lever up and empower the learning climate in mixed methods classrooms and build a pedagogical culture. Keywords-mixed methods research, pedagogical challenges, student reflections, innovative teaching strategies. I.

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Section: V1 Discussionmentioning

confidence: 99%

Shifting Pedagogical Priorities in Facilitating Mixed Methods Research Including Postgraduate Student’s Reflections

Gilmartin¹,

Esterhuizen²

2017

5th Annual Worldwide Nursing Conference (WNC 2017)

View full text Add to dashboard Cite

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“…This method was designed to assist students in achieving the goals of learning and cooperation with others while working together as a team (Haidet, Kubitz, & McCormack, 2014;Hemmati Maslakpak, Parizad, & Zareie, 2015). Developed in 1980s by Larry Michaelsen in the United States, TBL has been widely applied in higher education programs, such as nursing, medicine, pharmacy, dentistry and allied health education (Cheng, Liou, Tsai, & Chang, 2014;Haidet et al, 2014;River, Currie, Crawford, Betihavas, & Randall, 2016). TBL appears to be a strategy that confers strong pedagogical benefits for teaching applied pathophysiology (bioscience) to nursing students (Branney & Priego-Hernandez, 2018).…”

Section: Introductionmentioning

confidence: 99%

“…TBL also impacts teaching and learning by guiding students to take initiative in course participation via individual work, group discussions, and class discussion (Zgheib et al, 2016). TBL enables health professions educators to provide students with an authentic experience of cooperating with others to solve real-world clinical problems (River et al, 2016). TBL not only enhances student education but also benefits health outcomes and inter-professional collaborations, and it also improves faculty satisfaction and reduces faculty workload (Considine, Currey, Payne, & Williamson, 2014).…”

Section: Introductionmentioning

confidence: 99%

Intervention Effect of Team-Based Learning in Chinese Undergraduate Nursing Students

Liao¹,

Han²,

Wang³

et al. 2019

Preprint

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Background: Different education systems or cultural backgrounds may influence the effectiveness of various educational approaches. Little literature explores the effects of TBL on Chinese undergraduate nursing students. Method: We implemented a quasi-experimental pre-/post-test quantitative and qualitative design to evaluate the intervention effect of TBL on undergraduate nursing students in eastern China. Results: The results showed that a significant difference was identified, as the post-test scores were higher than pre-test scores on average level of the Chinese version of Critical Thinking Disposition Inventory, the General Self-efficacy Scale and the Academic Self-efficacy Scale. Also, TBL obtained positive reflection from the students and the Teaching Supervision Team. TBL stimulated the students’ learning interest and was well-accepted well by the nursing students. Conclusion: TBL could be widely used in undergraduate nursing education.

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“…[1,2] In the field of nursing, the complexity of clinical skill learning [3] and the shift towards student active learning methods has created a need to change the methods of teaching clinical skills. [4][5][6] Embedding technological components in courses has become the norm in the development and implementation of new teaching methods; [7,8] this is because there have been technological advances in the field. Technology-based learning tools include, but are not limited to, the following: video lectures, web-based courses, high and low fidelity simulation, virtual patients, serious games, personal digital assistants, and podcasts.…”

Section: Introductionmentioning

confidence: 99%

Variability among groups of nursing students’ utilization of a technological learning tool for clinical skills training: An observational study

Haraldseid

Aase

2017

JNEP

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Background and objective: The use of technology has become the norm in nursing education. While technology has opened up for more flexible, active, student-focused teaching methods, its introduction has also brought challenges regarding its use and implementation. Recent literature has concentrated on how to best implement technology, but little attention has focused on observing student practices during technology use. Therefore, it is unknown how to optimize technology use within clinical skills training. The objective of this study was to investigate how groups of nursing students utilize a technology-based learning tool. Methods: An observational study with an exploratory design was implemented using video recordings as the data material. Results: The results indicated a high level of variability in nursing students' performance and ability to utilize a technological tool while working in groups. The variability during clinical skills training was associated with four factors: level of competence, motivation to learn, role clarification, and collaborative problem-solving skills. Conclusions: The results of the study indicated variability in groups of nursing students' ability to employ a technological tool during a selected procedure-namely, wound care and dressing. These findings suggest that a set of implications for faculty members should be developed. Specifically, staff and students should be prepared prior to using technology by focusing on group dynamics, group composition, development of collaborative problem-solving skills, and role modeling.

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A systematic review examining the effectiveness of blending technology with team-based learning

Cited by 64 publications

References 24 publications

Shifting Pedagogical Priorities in Facilitating Mixed Methods Research Including Postgraduate Student’s Reflections

Shifting Pedagogical Priorities in Facilitating Mixed Methods Research Including Postgraduate Student’s Reflections

Intervention Effect of Team-Based Learning in Chinese Undergraduate Nursing Students

Variability among groups of nursing students’ utilization of a technological learning tool for clinical skills training: An observational study

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