The Relative Effect of Team-Based Learning on Motivation and Learning: A Self-Determination Theory Perspective

Jeno, Lucas M.; Raaheim, Arild; Kristensen, Sara Madeleine; Kristensen, Kjell Daniel Berg; Hole, Torstein Nielsen; Haugland, Mildrid; Mæland, Silje

doi:10.1187/cbe.17-03-0055

Cited by 55 publications

(38 citation statements)

References 96 publications

(111 reference statements)

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“…As leaders have a special role in fostering work engagement among their followers [53], team-level EL fosters a shared feeling of engagement in the entire team and fosters a positive psychological climate that eventually motivates individual team members to perform, learn and innovate. For instance, it has been found among students that team-based learning increased when they receive more feedback (competence support), collaborated more closely (relatedness support), and had greater responsibility (autonomy support) [54,55].…”

Section: Cross-level Effect Of Engaging Leadership At the Team Level mentioning

confidence: 99%

Engaging Leadership and Its Implication for Work Engagement and Job Outcomes at the Individual and Team Level: A Multi-Level Longitudinal Study

Rahmadani

Schaufeli

Stouten

et al. 2020

IJERPH

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The current study investigates how supervisors’ engaging leadership, as perceived by their employees, increases employees’ job outcomes at the individual and team level, as mediated by (team) work engagement. Job outcome indicators at the team level are team performance, team learning, and team innovation; and at the individual level, job performance, employee learning, and innovative work behavior. The novel concept of engaging leadership is presented as the specific type of leadership to foster (team) work engagement. A multi-level longitudinal study is conducted among 224 blue collar employees nested in 54 teams in an Indonesian state-owned holding company in the agricultural industry using a one-year time lag. The findings show, as expected, that at the team level, engaging leadership at time 1 predicted team learning and team innovation (but not team performance) at time 2, via team work engagement at time 2. Additionally, an expected cross-level effect was observed from engaging leadership at the team level at time 1 predicting individual job performance (but not employee learning and innovative work behavior) at time 2, via team work engagement at time 2. Finally, an expected second cross-level effect was observed for engaging leadership at the team level at time 1, which predicted individual job performance, employee learning, and innovative work behavior at time 2, via work engagement at time 2.

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Section: Cross-level Effect Of Engaging Leadership At the Team Level mentioning

confidence: 99%

Engaging Leadership and Its Implication for Work Engagement and Job Outcomes at the Individual and Team Level: A Multi-Level Longitudinal Study

Rahmadani

Schaufeli

Stouten

et al. 2020

IJERPH

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show abstract

“…Blumenfeld, Kempler, and Kracjik (2006) report that college classrooms using active learning principles such as inquiry, authenticity, and collaboration are more likely to be intrinsically motivating to students. Jeno, Raaheim, Kristensen, Kristensen, Hole, Haugland, and Maeland (2017) showed that team-based learning increased intrinsic motivation and identified regulation and decreased amotivation compared with lecture-based instruction for college students. Similarly, Serrano-Cámara, Paredes-Velasco, Alcover, & Velazquez-Iturbide (2014) reported higher levels of intrinsic motivation for college freshmen involved in collaborative learning activities compared with lecture.…”

Section: Motivationmentioning

confidence: 99%

Characterizing student engagement with hands-on, problem-based, and lecture activities in an introductory college course

Erickson

Marks

Karcher

2020

TLI

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This study examines the interest, motivation, and behavioral engagement of college students in an introductory course relative to three instructional formats used in the course: hands-on, problem-based laboratory stations; problem-based written case studies; and video lectures. Groups of five to seven students were assigned learning activities as treatments in a Latin Square design consisting of three experimental periods. At the beginning of selected laboratory sessions, students completed 10 minutes of the experimental activity immediately followed by a questionnaire. Students rated hands-on, problem-based laboratory stations as more challenging, novel, and attention-grabbing than they rated case studies or video lectures. Interest, intrinsic motivation, and behavioral engagement were greatest for groups completing laboratory stations followed by those completing case studies and lectures, respectively. Overall, the greater situational interest experienced during laboratory stations and case studies indicates that these activities can be leveraged to create learning environments that promote interest, engagement, and achievement.

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“…Many active learning techniques rely on students collaborating in small groups, either in or out of class. These techniques include Process Oriented Guided Inquiry Learning (POGIL; Thomas et al, 2008) and team-based learning (TBL; Jeno et al, 2017), possibly in the context of the flipped classroom (Baepler et al, 2014;Betihavas et al, 2016). While the benefits of small-group learning, especially for women (Lewis et al, 2016;Sullivan et al, 2018;Neill et al, 2019), have been documented, less attention has been paid to students who may feel their identities put them at a disadvantage in small groups.…”

Section: Example Commentsmentioning

confidence: 99%

Hidden Identities Shape Student Perceptions of Active Learning Environments

et al. 2019

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Active-learning pedagogies represent one suite of tools commonly thought to promote greater classroom inclusivity. However, the social aspects of many active-learning techniques, such as in-class group work, may differentially impact students who feel pressure to conceal certain aspects of their identity, such as sexual orientation, political affiliation, or religion. We used a post-course survey of over 1300 students at a large midwestern University to ascertain which aspects of a student's identity are most salient in their experiences in active-learning environments, especially with respect to group work. Using path analysis, we show that students who are politically conservative, religious, or who commute to campus perceive lower inclusion in active-learning environments, while students who identify as queer report negative experiences in groups. These and other findings lead us to conclude that targeted efforts to improve classroom climate, such as equitable teaching strategies, will benefit students who might feel marginalized in peer-learning environments.

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The Relative Effect of Team-Based Learning on Motivation and Learning: A Self-Determination Theory Perspective

Cited by 55 publications

References 96 publications

Engaging Leadership and Its Implication for Work Engagement and Job Outcomes at the Individual and Team Level: A Multi-Level Longitudinal Study

Engaging Leadership and Its Implication for Work Engagement and Job Outcomes at the Individual and Team Level: A Multi-Level Longitudinal Study

Characterizing student engagement with hands-on, problem-based, and lecture activities in an introductory college course

Hidden Identities Shape Student Perceptions of Active Learning Environments

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