Social Work Students’ Perceptions of Team-Based Learning

Macke, Caroline; Taylor, Jessica Averitt; Taylor, J.; Tapp, Karen; Canfield, James P.

doi:10.1080/08841233.2015.1090520

Cited by 9 publications

(12 citation statements)

References 22 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The high level of student accountability inherent in this learning method could account for the improvement in student organization and responsibility skills. Indeed, TBL has been shown to allow students to heighten their communication and team-work skills 16, 17, 18, 23. Moreover, as shown by the results, TBL promotes both student understanding and memorization skills.…”

Section: Discussionmentioning

confidence: 67%

“…Moreover, as shown by the results, TBL promotes both student understanding and memorization skills. Furthermore, TBL has been shown to enhance students' critical-thinking and problem-solving skills 17, 23, 24. Interestingly, it has also been found that when students share their opinions with their group members or other groups, this enhances their confidence and develops a sense of being valued by others 23, 25, 26.…”

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

Effectiveness of the team-based learning (TBL) strategy on medical students' performance

Jabbar

Jarrahi

Vamegh

et al. 2018

Journal of Taibah University Medical Sciences

View full text Add to dashboard Cite

Objectives Team-based learning (TBL) represents a new and interesting educational strategy. It helps to enhance students' professional competencies and ideally works to prepare them in their pursuit of lifelong learning. The aim of this study is to evaluate the effectiveness of TBL as an educational strategy on medical students' performance in a problem-based learning (PBL) curriculum. Methods A cross-sectional study was conducted through a self-designed questionnaire. It was constructed to examine several aspects of TBL, including cognition, social skills, high school educational system, and personal development. A total of 112 students were invited to participate in the study and 100 completed the survey. Individual-readiness assurance test (IRAT) and group-readiness assurance test (GRAT) scores were collected and the data were analysed and compared to the results of the final assessment using Statistical Package for the Social Sciences (SPSS). Results A total of 52 students (52%) described TBL as fostering a cooperative learning environment and 64 students (64%) found the materials to be easier to understand when discussed among themselves as a group. Compared to final examination results, there was a significant correlation ( p = 0.0001) between IRAT performance and final exam score. In addition, there was a significant correlation between high school education system and IRAT score, where the best performance was observed among students coming from schools using the British curriculum. Conclusions The overall perception and attitude of students toward the TBL system was positive and promising. Nevertheless, there are some notes and areas of concern that must be re-examined and remedied to improve TBL as an educational tool.

show abstract

Section: Discussionmentioning

confidence: 67%

Section: Discussionmentioning

confidence: 99%

Effectiveness of the team-based learning (TBL) strategy on medical students' performance

Jabbar

Jarrahi

Vamegh

et al. 2018

Journal of Taibah University Medical Sciences

View full text Add to dashboard Cite

show abstract

“…The third stage is the Team Readiness Assurance Test (TRAT), where students will take the same test as IRAT but do it in groups. The purpose of using the same test is to improve students' ability to remember material and understanding [13].The group discussion process that occurs during TRAT will help students to get information, understand basic concepts, improve communication skills and correct misunderstandings of concepts that might arise during the learning [3].At this stage special answer sheets are used in the form of scratch-off answer cards that function to provide direct feedback. The use of answer sheets is able to increase the involvement of students in the discussion process [23].Increasing the involvement of students in the discussion process will also improve students' critical thinking skill.…”

Section: Resultsmentioning

confidence: 99%

The Effect of Team Based Learning Model on Students' Critical Thinking Skills in Ecosystem

Miarsyah¹,

Komala²,

Riska³

2020

ujer

View full text Add to dashboard Cite

21st century education must be able to develop the students' various skills, one of which is the critical thinking skill. Critical thinking skills are reasonable and comprehensive way of thinking that are used to make decisions. The aim of this study was to determine the effect of Team Based Learning (TBL) models on student critical thinking skills in Ecosystem. The research method used in this study was a Quasi Experimental Design method with pretest post test control group design. There are 60 students on each class selected through simplerandom sampling. The instruments used were 15 items about critical thinking, which have been declared valid and reliable. The result showed that the average critical thinking scores of students increased significantly by using Team Based Learning (TBL) model. The highest gain score in the experiment class on first aspect (Clearness) is in gain score of 0,7 (high). Mean while the smallest increase occurred in control class on aspect accuracy, relevance, breadth and precision in gain score of 0,0 (low). A t-test indicated that TBL students' critical thinking skills significantly increased (sigvalue. 0.00). The conclusion was that there was an influence on the application of the Team BasedLearning (TBL) model on students' critical thinking skills in Ecosystem.

show abstract

“…Komandomis grįsto mokymo(si) strategija plačiai taikoma aukštajame moksle, pačiose įvairiose studijų srityse ir įvairiose programose: sociologijos (Stein, Colyer, & Manning, 2016), viešojo administravimo (Broscheid, 2015), žmogiškųjų išteklių valdymo (Chung-Kai & Chun-Yu, 2017), etikos ir vadybos (Betta, 2016), verslo administravimo (Timmerman & Morris, 2015), mikroekonomikos (Artz, Jacobs, & Boessen, 2016), socialinio darbo (Macke, Taylor, Taylor, & Tapp, 2015) ir kitų socialinių mokslų programose (Wanzek, et al, 2015). Plačiausiai komandomis grįsto mokymo(si) strategija taikoma biomedicinos ir ypač farmacijos srityse (Emke, Butler, & Larsen, 2016;Fete, Haight, Clapp, & McCollum, 2017;Remington, et al, 2017;Jost, Brüstle, Giesler, Rijntjes, & Brich, 2017;Hameed, et al, 2017;Frame, et al, 2016;Whitley, et al, 2015;Bleske, et al, 2016).…”

Section: Komandomis Grįsto Mokymo(si) Strategijaunclassified

“…(2015) atliktų atvejo studijų, komandomis grįsto mokymo(si) strategija lemia geresnius mokymosi pasiekimus, t. y. turi teigiamą poveikį studentų pasiekimams (palyginti su paskaitomis) (Artz, Jacobs, & Boessen, 2016;Bleske, et al, 2016), užtikrina didelį studentų įsitraukimą, aktyvų mokymąsi ir diskusijas auditorijose (Whitley, et al, 2015), labiau motyvuoja studijuoti, lemia geresnį dalyko supratimą (Hameed, et al, 2017). Strategijos taikymas lemia aukštesnį studijų lygį: kritinį mąstymą, problemų sprendimą, tarpasmeninius ir lyderystės įgūdžius, konfliktų sprendimo gebėjimus (Watson, Michaelsen, & Sharp, 1991;Macke, Taylor, Taylor, & Tapp, 2015), be to, ji studentams teikia didesnį pasitenkinimą (Frame, et al, 2016) ir jiems studijuoti tampa smagu (Sibley, et al, 2014;Artz, Jacobs, & Boessen, 2016).…”

Section: Priežastys Lemiančios Komandomis Grįsto Mokymo(si) Paplitimąunclassified

Modern Learning Strategies in Higher Education: Team-Based Learning

Aleksandravičiūtė

Liekis²

2020

ActPaed

View full text Add to dashboard Cite

Team-based learning is a student-orientated active learning strategy created by Lary Michaelsen in 1979. Team-based learning is widely used not only in the United States of America, but all around the world: in Asian, European, and Middle Eastern universities and colleges. It is extremely popular in biomedicine as well as in social sciences. It is, unfortunately, rare in Lithuanian higher education. There is a large network of team-based learning strategy consultants in Singapore, Japan, Australia, the Netherlands, the United Kingdom, Uruguay, and North America.Research aim: to introduce the team-based learning strategy.Research questions: what is team-based learning strategy? What are the main reasons of the prevalence of team-based learning strategies? How is the team-based learning strategy adopted to the learning subject?Research object: Team-based learning strategy.Research method: literature analysis.The popularity of team-based learning is determined by its effectiveness: it motivates students, ensures their involvement, develops critical thinking, problem-solving, interpersonal leadership, and conflict management and similar skills. Team-based learning ensures the satisfaction of students with the learning process.There are four essential elements of the team-based learning strategy: teams must be properly formed and managed; students must be motivated to attend class and must come prepared; students must learn to use course concepts to solve problems; students must be truly accountable in case the lecturer decides to implement team based learning into their subject.

show abstract

Social Work Students’ Perceptions of Team-Based Learning

Cited by 9 publications

References 22 publications

Effectiveness of the team-based learning (TBL) strategy on medical students' performance

Effectiveness of the team-based learning (TBL) strategy on medical students' performance

The Effect of Team Based Learning Model on Students' Critical Thinking Skills in Ecosystem

Modern Learning Strategies in Higher Education: Team-Based Learning

Contact Info

Product

Resources

About