The impact of team‐based learning on students with different self‐regulated learning abilities

Abstract

Team‐based learning (TBL) stresses applying knowledge rather than absorbing knowledge in class; studies have investigated the use of TBL and its merits in different teaching courses (e.g., medical science and business). TBL is most effective when students learn autonomously before class. However, the ability of autonomous learning is highly associated with the ability of self‐regulated learning (SRL); most importantly, not every student possesses good (or high) SRL ability. Nevertheless, few studies have compared the effectiveness of TBL in students with different SRL abilities. To address this issue, this study analyzed approximately 90 students, whose course teaching involves office application software (Microsoft Excel). This study also developed an online TBL system (called Online TBL) to facilitate performing TBL and to collect the learning behaviours of students with different (high or low) SRL abilities on each TBL stage. The analytical results show that compared with the low‐SRL students, the high‐SRL students were more prepared for class because they spent more reviewing material and had better scores on personal uploaded Excel and Individual Readiness Assurance Test. From the feedback of the peer evaluation, the results also show that the high‐SRL students received more credits than the low‐SRL students did. The questionnaire survey revealed that both low‐SRL and high‐SRL students had a favourable impression of TBL. Further discussion is given to explain the above results.

E-learning Quality and the Learners’ Choice Using Spherical Fuzzy Analytic Hierarchy Process Decision-making Approach

“…Online learning or e-learning is a form of transformation, changing from teacher-centred (traditional learning) to student-centred education (modern form). This is a form of learning which students are responsible for their education via self-directed education (Koch, 2014; Lin, 2019; O’Connor & Larkin, 2019). With e-learning, self-orientation is essential to outcome achievement.…”

Caracterización Y Diferenciación Del Aprendizaje Autorregulado. Visión Compleja Desde Una Cartografía Conceptual, Parte Ii

“…Los tres términos hacen referencia a la realización de actividades de aprendizaje por parte del estudiante sin la guía, apoyo o mediación de terceros. En tales tipos de aprendizaje se enfatiza la actuación individual del aprendiz, en contraste con la actuación conjunta que hay en las actividades de equipo (Lin, 2019) o en las actividades dirigidas por el docente (Onah et al, 2020). Estos últimos autores, además, encuentran elementos comunes entre el constructo aprendizaje autodirigido y el aprendizaje autorregulado: incluyen tanto conductas como variables y procesos internos (motivacionales, cognitivos y metacognitivos); implican una participación activa del estudiante; la conducta está orientada por objetivos; se ejecutan en fases anteriores, durante y posteriores a las actividades de aprendizaje.…”