Teaching Research to MSW Students: Effectiveness of the Team-based Learning Pedagogy

Macke, Caroline; Tapp, Karen

doi:10.1080/08841233.2012.668161

Cited by 26 publications

(20 citation statements)

References 30 publications

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“…Various theories posit strategies to improve knowledge and memory including, but not limited to, problem-based learning (Beers & Bowden, 2005;Schmidt, 1993), integrating the arts in education (Hardiman, Rinne, & Yarmolinskaya, 2014), team-based learning (Macke & Tapp, 2012), and diffuse learning (Raman et al, 2010). Outlining the myriad education mechanisms suggested to increase knowledge retention is beyond the scope of this article.…”

Section: Knowledge Retentionmentioning

confidence: 99%

Longitudinal Student Research Competency: Comparing Online and Traditional Face-to-Face Learning Platforms

Brown

Park²

2016

ASW

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Section: Knowledge Retentionmentioning

confidence: 99%

Longitudinal Student Research Competency: Comparing Online and Traditional Face-to-Face Learning Platforms

Brown

Park²

2016

ASW

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“…Beyond the scope of higher education, teamwork has been defined as "a cooperative process that allows ordinary people to achieve extraordinary results" (Scarnati, 2001, p. 5). In the realm of higher education, specifically doctoral education, student-based teams are often created or identified by faculty for the purposes of completion of an assignment, then disbanded at the conclusion of the course (Macke & Tapp, 2012). While the value of a student-based team seems logical, minimal research exists illustrating the long term benefits of these student teams on the completion of a doctoral program.…”

Section: Introductionmentioning

confidence: 99%

Organic Collaborative Teams: The Role of Collaboration and Peer to Peer Support for Part-Time Doctoral Completion

Littlefield

Taddei

Radosh

2015

IJDS

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With doctoral completion rates hovering around 50%, students, faculty and institutions are seeking methods for improvement. This narrative inquiry examined the impact of collaboration and peer to peer experiences on doctoral completion of three peers in a part-time doctoral program. Prior to this inquiry, minimal research existed on the impact of peer to peer support and collaboration on doctoral completion; therefore, the three peer authors defined, described, and recommended ways to encourage organic collaboration. The authors' defined organic collaboration as a naturally-formed dynamic peer to peer support group, built on individual strengths and differences, while focused on a common goal. Themes found during the narrative inquiry included the identification of a common goal, amicable group dynamics, peer to peer support, and intentional relational learning. The peer authors provided practical knowledge on ways students, faculty and higher education institutions can benefit from encouraging and supporting organic collaboration. This narrative inquiry demonstrated the long-term benefits of peer to peer support and collaboration that led to scholarly, professional, and personal support.

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“…Beberapa hasil penelitian menunjukkan bahwa: (1) TBL lebih efektif dalam meningkatkan prestasi belajar dibandingkan dengan perkuliahan dengan ceramah (Letassy, dkk, 2008); (2) TBL dapat meningkatkan rasa percaya diri (self-efficacy) mahasiswa (Macke & Tapp, 2012) dan; (3) penerapan TBL dirasakan penting oleh mahasiwa di enam universitas di Bangkok dan mereka menyukai strategi pembelajaran ini (Thanongsak, Kalayanee, & Raveewan, 2011).…”

Section: Pendahuluanunclassified

“…Mereka beranggapan bahwa diskusi dalam kelompok, diskusi kelas, dan penjelasan dosen sangat membantu mereka dalam memahami materi kimia. Meningkatnya rasa percaya diri (selfefficacy) mahasiswa ini sejalan dengan penelitian yang dilakukan oleh Macke & Tapp (2012), Thanongsak dkk (2011) dan Reinig (2011.…”

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Peningkatan Prestasi Dan Proses Belajar Kimia Dasar Mahasiswa Bilingual Melalui Strategi Team-Based Learning

Rahayu¹

2014

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Abstrak: Penelitian tindakan kelas ini bertujuan untuk mendeskripsikan prestasi belajar, kualitas proses pembelajaran dan persepsi mahasiswa terhadap penerapan strategi Team-Based Learning. Subjek penelitian adalah mahasiswa Program Studi Pendidikan Kimia Bilingual FMIPA UM yang menempuh matakuliah Kimia Dasar I pada Tahun Akademik 2012/2013. Penelitian tindakan kelas dengan tiga siklus ini meliputi langkah-langkah perencanaan, implementasi tindakan, observasi, dan refleksi. Instrumen penelitian adalah tes prestasi belajar, catatan lapangan, pedoman observasi dan angket. Data dianalisis secara kuantitatif dan kualitatif. Hasil penelitian menunjukkan bahwa setelah mengikuti perkuliahan: (1) prestasi belajar mahasiswa meningkat dan hampir 100% mahasiswa mencapai skor 70; (2) kualitas proses pembelajaran meningkat, semakin banyak kelompok dapat menyelesaikan tugas tepat waktu, interaksi antar mahasiswa dan kemampuan dalam presentasi berbahasa Inggris meningkat; (3) mahasiswa memiliki persepsi positif terhadap pembelajaran.Kata Kunci : team-based learning, prestasi belajar, proses belajar, persepsi, kimia dasar INPROVEMENT ON THE CHEMISTRY ACHIEVEMENT AND THE LEARNING PROCESS OF UNIVERSITY BILINGUAL STUDENTS THROUGH TEAM-BASED LEARNING STRATEGYAbstract: This classroom action research aims to describe students' achievement, the quality of the learning process and students' perception on the implementation of the Team-Based Learning strategy. The subjects were bilingual students of the Chemistry Education Program of FMIPA UM who took a course of Basic Chemistry I in the academic year of 2012/2013. The three-cycle action research included the steps of planning, implementation of action, observation, and reflection. The research instruments were an achievement test, field notes, observation sheets and questionnaires. The data were analyzed quantitatively and qualitatively. The results show that after the students attended the instruction: (1) their achievement increased and nearly 100% of the students achieved a score of 70; (2) the quality of the learning process improved, more and more groups could accomplish the assignments on time, the interaction among students and the ability to present in English also improved; (3) students had positive perception towards the strategy.Keywords: team-based learning, learning achievement, learning process, basic chemistry PENDAHULUAN Sudah menjadi gambaran umum bahwa dosen di Perguruan Tinggi menyampaikan materi perkuliahan yang diampu kepada mahasiswa kebanyakan melalui ceramah. Hal ini tampak juga dalam kegiatan belajar mengajar di Jurusan Kimia Universitas Negeri Malang (UM), khususnya pada matakuliah Kimia Dasar I dan II. Selain memberikan ceramah, dosen memberi tugas terstruktur untuk memperkuat konsep mahasiswa dan mendesain tes untuk mengukur penguasaan mahasiswa terhadap konsep yang telah dipelajarinya. Mahasiswa bekerja secara individual dalam menyelesaikan tugas dan kegiatan kerja sama tidak diharapkan bahkan dilarang. Penggunaan metode ceramah yang terusmenerus tanpa var...

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Teaching Research to MSW Students: Effectiveness of the Team-based Learning Pedagogy

Cited by 26 publications

References 30 publications

Longitudinal Student Research Competency: Comparing Online and Traditional Face-to-Face Learning Platforms

Longitudinal Student Research Competency: Comparing Online and Traditional Face-to-Face Learning Platforms

Organic Collaborative Teams: The Role of Collaboration and Peer to Peer Support for Part-Time Doctoral Completion

Peningkatan Prestasi Dan Proses Belajar Kimia Dasar Mahasiswa Bilingual Melalui Strategi Team-Based Learning

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