Relevant bibliographies by topics / Team based learning

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Team based learning'

Author: Grafiati
Published: 4 June 2021
Last updated: 30 July 2024

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Journal articles on the topic "Team based learning"

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Thompson, Britta M., Paul Haidet, Nicole J. Borges, Lisa R. Carchedi, Brenda J. B. Roman, Mark H. Townsend, Agata P. Butler, David B. Swanson, Michael P. Anderson, and Ruth E. Levine. "Team cohesiveness, team size and team performance in team-based learning teams." Medical Education 49, no. 4 (March 20, 2015): 379–85. http://dx.doi.org/10.1111/medu.12636.

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Ibrahim, Ibrahim Abdellatif, and Wafaa Fathi Sleem. "Team Based Learning." International Journal for Innovation Education and Research 6, no. 1 (January 31, 2018): 159–74. http://dx.doi.org/10.31686/ijier.vol6.iss1.940.

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Background:Team based learning is a strategy that combines features of student-centeredness and problem solving attributes. It also enhance students’ engagement which achieve desired outcomes such as retention; academic achievement and improved critical thinking. Aim: The present study aimed to investigate the effect of implementing team based learning on students' engagement in nursing administration course. Subjects and Methods: A quasi experimental design was used. The study sample included 251 students who were studied nursing administration course during the first term of academic year 2015/2016,they were divided into two groups: experimental group (n=128) and control group (n=123). Data was collected by using four tools: Team based learning knowledge questionnaire, Readiness Assurance Test for Team based learning, Students' engagement questionnaire, Preference between team based learning and traditional learning questionnaire. Results: There was highly statistically significant difference between experimental and control groups regarding academic challenges, active and collaborative learning, students - staff interactions and total students' engagement domains .there was no statistically significant difference between experimental and control groups regarding enriching educational experiences and supportive learning environment domains.The majority students of experimental group preferred team based learning more than traditional learning. Conclusion: Implementing team-based learning method in nursing administration course enhances students' engagement, especially academic challenges, active and collaborative, student-staff interactions domains. The majority of the students were preferred team-based learning method more than the traditional method. Recommendations:Team-based learning method should be implemented in nursing administration course and other nursing courses in the faculty. Feedback questionnaire should be administered to collect views of students and meeting with students to let them express about their opinions after studying assigned courses.
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Manion, Kathleen, Nooreen Shah-Preusser, Trish Dyck, Susan Thackeray, and Sophia Palahicky. "Team Based Learning." Collected Essays on Learning and Teaching 13 (October 28, 2020): 25–40. http://dx.doi.org/10.22329/celt.v13i0.6025.

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Learning in teams offers unique benefits to understand and address contemporary, global, and local challenges through effective and thoughtful learning journeys. However, learning in teams is not always thoroughly planned or effectively delivered. In trying to better understand what processes support or hinder effective and innovative learning in teams, a group of researchers and practitioners explored what works and what needs to be improved in the context of one Canadian university. This article highlights the key findings from this study and offers readers strategies to support effective, innovative, and collaborative learning in teams. L’apprentissage en équipe, effectué au moyen de parcours efficaces et bien pensés, est tout particulièrement utile pour trouver des solutions aux problèmes actuels à l’échelle mondiale et locale. Toutefois, ce type d’apprentissage présente parfois des lacunes en matière de préparation et d’exécution. Dans le contexte d’une université canadienne, une équipe de chercheurs et de praticiens ont œuvré à faire la part entre ce qui fonctionne et ce qui ne fonctionne pas, de manière à savoir quels processus sont efficaces – ou non – pour obtenir un apprentissage en équipe efficace et novateur. Dans notre article, nous présentons donc les principaux résultats de cette étude et nous proposons des stratégies pour un apprentissage en équipe efficace, novateur et collaboratif.
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Mowatt, Rasul A. "Team-Based Learning." SCHOLE: A Journal of Leisure Studies and Recreation Education 25, no. 1 (April 2010): 54–68. http://dx.doi.org/10.1080/1937156x.2010.11949649.

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Meredith, Sandra. "Team-based Learning." Technovation 22, no. 8 (August 2002): 535. http://dx.doi.org/10.1016/s0166-4972(02)00017-2.

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Wilson, Michael L. "Team-Based Learning." American Journal of Clinical Pathology 142, no. 1 (July 1, 2014): 4. http://dx.doi.org/10.1309/ajcpaygzdc2zhs7w.

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Michaelsen, Larry K., and Michael Sweet. "Team-based learning." New Directions for Teaching and Learning 2011, no. 128 (December 2011): 41–51. http://dx.doi.org/10.1002/tl.467.

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Magzoub, Aamir. "Team-based learning." Physiology News, Summer 2023 (July 10, 2023): 30–32. http://dx.doi.org/10.36866/pn.130.30.

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Aleksandravičiūtė, Birutė, and Kęstutis Liekis. "Modern Learning Strategies in Higher Education: Team-Based Learning." Acta Paedagogica Vilnensia 44 (September 1, 2020): 141–51. http://dx.doi.org/10.15388/actpaed.44.10.

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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.
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Dharmasaroja, Permphan. "Dysfunctional Team-Based Learning." Ramathibodi Medical Journal 43, no. 1 (March 31, 2020): 54–61. http://dx.doi.org/10.33165/rmj.2020.43.1.227790.

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Team-based learning (TBL) is an innovative teacher-driven teaching method that uses a specific sequence of activities to foster individual and group responsibility in small groups of students that have been formed in order to answer questions and solve problems. TBL appears to have a number of benefits compared to conventional lecture-based teaching and traditional small group learning models. However, TBL has been modified in several ways for use in teaching within the curricula of medical schools. Research on the effects of TBL on the learning of students is still limited, and studies aimed at investigating whether the goals of TBL are achieved are rare. Medical schools that want to implement TBL in their curriculum and gain the benefits of TBL should ensure that those involved in the curricular process understand the essence of TBL. This review is primarily aimed at describing how dysfunctional TBL develops, and providing some suggestions regarding how to avoid it.
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Dissertations / Theses on the topic "Team based learning"

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Mohr, Peggy, and Kara Boynewicz. "Team-Based Learning: Clinical Decision-Making Across the Lifespan." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/8351.

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Join your colleagues for dynamic group discussions about best practice in pediatric physical therapy. Attendees will participate in Team-Based Learning activities, sharing their knowledge, experiences, and skills, to problem-solve and come to a team consensus on clinical decisions. Participants will review a case study that is designed to address pediatric therapy across the lifespan, incorporate multiple practice areas, and stimulate critical thinking. Team-Based Learning is an instructional strategy that uses a set of structured activities to create active, energetic, collaborative learning environments. Information designed to support individuals’ ability to participate in the activities and clinical decision-making will be provided prior to APPTAC to those registered for the session. This session will take place in multiple rooms.
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Peyton, Elizabeth J. "Shared Leadership in Team-Based Learning Classroom Teams and its Relationship to Decision Quality." Wright State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=wright1401459606.

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Nelson, M., and Simon Tweddell. "Outcomes of implementing Team-Based Learning (TBL): the experiences of UK educators." The Researching, Advancing and Inspiring Student Engagement (RAISE) Network, 2020. http://hdl.handle.net/10454/17830.

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Yes
Team-Based Learning (TBL) is a collaborative learning model that refocuses classroom time to solving relevant problems instead of dispensing information. This is accomplished by a pre-class readiness assurance process that promotes accountability to self-directed learning and teamwork. While research related to the student experience with TBL is present in the literature, there is a relative lack of research published on the experiences of academic staff with TBL. Using a qualitative approach and a semi-structured interview format, this study explored the experiences of 26 academic staff in the UK who implemented TBL using a semi-structured interview format. Thematic analysis of interview text yielded five themes related to curriculum design, student outcomes, and the professional development of academic staff.
Supported by a grant from the Regis University Research and Scholarship Council.
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Boynewicz, Kara, Peggy Mohr, Heather Lundeen, Michele Courtney, Stephanie Delk, and Elizabeth Kennedy. "Team Based Learning: Academy of Pediatric Physical Therapy Annual Conference (APPTAC)." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/8348.

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Join your colleagues during this session for dynamic group discussions about best practice in pediatric physical therapy. Attendees will participate in Team-Based Learning activities, sharing their knowledge, experiences, and skills, to problem-solve and come to a team consensus on clinical decisions. Participants will review a case study that is designed to address pediatric physical therapy across the lifespan, incorporate multiple practice areas, and stimulate critical thinking. Team-Based Learning is an instructional strategy that uses a set of structured activities to create active, energetic, collaborative learning environments. Information designed to support individuals’ ability to participate in the activities and clinical decision-making will be provided prior to APPTAC to those registered for the session. This session will take place in multiple rooms.
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Tweddell, Simon. "Evaluating the introduction of Team-Based Learning in a pharmacy consultation skills module." FIP, 2020. http://hdl.handle.net/10454/17838.

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The learning and teaching strategy for a pharmacy consultation skills module was changed to Team-Based Learning (TBL) with the aim of motivating students to engage with course material pre-class and take deeper approaches to learning during class. Results from administering a validated TBL instrument suggests that students are more accountable and are satisfied with and have preference for TBL over traditional methods. Exam results show a 13% improvement in mean end-of-year examinations compared with pre-TBL results. Thematic analysis of written comments on the module evaluation survey suggest that they enjoyed learning using TBL and found it more engaging, stimulating and more effective for their learning; however, it could be improved through better management of workshop timings and more effective facilitation of discussion. TBL appears to have potential as a pedagogic approach in pharmacy education.
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Graham, Philip Mike. "Layered AI architecture for team based first person shooter video games." Thesis, University of Edinburgh, 2011. http://hdl.handle.net/1842/5044.

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In this thesis an architecture, similar to subsumption architectures, is presented which uses low level behaviour modules, based on combinations of machine learning techniques, to create teams of autonomous agents cooperating via shared plans for interaction. The purpose of this is to perform effective single plan execution within multiple scenarios, using a modern team based first person shooter video game as the domain and visualiser. The main focus is showing that through basic machine learning mechanisms, applied in a multi-agent setting on sparse data, plans can be executed on game levels of varying size and shape without sacrificing team goals. It is also shown how different team members can perform locally sub-optimal operations which contribute to a globally better strategy by adding exploration data to the machine learning mechanisms. This contributes to the reinforcement learning problem of exploration versus exploitation, from a multi-agent perspective.
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Barclay, Matthew W. "The Impact of Team-Based Learning’s Readiness Assurance Process on Virtually Isolated Adults." DigitalCommons@USU, 2011. https://digitalcommons.usu.edu/etd/1025.

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The purpose of this study was to test the effectiveness of the readiness assurance process of team-based learning (TBL) in virtually isolated settings. Many Internet sites offer courses for adults to use on their own without access to mentors or other learners. However, educational theory suggests that people learn better with others than by themselves. The focus of this investigation was whether the inclusion of the readiness assurance process would increase participants’ levels of learning based on Bloom’s revised taxonomy within the limits of virtual isolation. In this study an experimental pretest-posttest design was employed. Using a 2- day mini-course about listening in marriage, 117 participants were randomly assigned to three groups. In the TBL group, married couples worked together following the principles of the readiness assurance process. In the independent group, one spouse from a marriage worked alone, also following the principles of the readiness assurance process. In the baseline group, one spouse from a marriage took the pretest and posttest only. The first posttest, called posttest-L, measured lower levels of learning (remembering and understanding). The second posttest, called posttest-D, measured deeper learning (applying and evaluating). Using ANCOVA with the pretests as the covariates, results showed a statistically significant difference in learning gains between the TBL group and the independent group for lower levels of learning (ES = .39). However, statistical significance was not achieved for deeper learning. Moreover, TBL scores and independent scores were no different from the baseline scores for measures of deeper learning. Along with explanations for these results, limitations of the study are described and suggestions for future research are offered.
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Law, Kan-chung Kenneth. "Collaborative learning : web-based teaching in secondray physics classroom /." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25474510.

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Kelly, Darrell Scott. "IDENTIFICATION AND EXAMINATION OF KEY COMPONENTS OF ACTIVE LEARNING." Wright State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=wright1482954350788861.

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Champin, Denisse, Mesías Luis Huamán, and Gutierrez Arquímedes Gavino. "Uso del team based learning para el aprendizaje de biología en estudiantes de medicina." Instituto Nacional de Salud (INS), 2014. http://hdl.handle.net/10757/331953.

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Books on the topic "Team based learning"

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Fink, L. Dee, Larry K. Michaelsen, and Arletta Bauman Knight. Team-Based Learning. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003447535.

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Michaelsen, Larry K., Billie Franchini, Jim Sibley, Pete Ostafichuk, and Bill Roberson. Getting Started With Team-Based Learning. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003445012.

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Levine, Ruth E., and Patricia D. Hudes. How-to Guide for Team-Based Learning. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-62923-6.

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Levine, Ruth E., Diane M. Billings, Larry K. Michaelsen, Kathryn K. McMahon, and Dean X. Parmelee. Team-Based Learning for Health Professions Education. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003447511.

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Newell, Catherine, and Alan Bain. Team-Based Collaboration in Higher Education Learning and Teaching. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-1855-9.

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Sweet, Michael, and Larry K. Michaelsen. Team-Based Learning in the Social Sciences and Humanities. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003447528.

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1943-, Michaelsen Larry K., Knight Arletta Bauman, and Fink L. Dee 1940-, eds. Team-based learning: A transformative use of small groups. Westport, Conn: Praeger, 2002.

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Chung, Gregory K. W. K., Herl Howard E, and Educational Resources Information Center (U.S.), eds. Computer-based collaborative knowledge mapping to measure team processes and team outcomes. Los Angeles, CA: National Center for Research on Evaluation, Standards, and Student Testing, Center for the Study of Evaluation, Graduate School of Education & Information Studies, University of California, Los Angeles, 1999.

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Arter, Judith A. Practice with student-involved classroom assessment: A workbook and learning team guide. Portland, Ore: Assessment Training Institute, 2001.

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1943-, Michaelsen Larry K., ed. Team-based learning for health professions education: A guide to using small groups for improving learning. Sterling, Va: Stylus Pub., 2008.

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Book chapters on the topic "Team based learning"

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Knight, Arletta Bauman. "Team-Based Learning." In Team-Based Learning, 197–207. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003447535-18.

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Streuling, G. Fred. "Overcoming Initial Mistakes When Using Small Groups." In Team-Based Learning, 133–43. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003447535-11.

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Herreid, Clyde Freeman. "Using Case Studies in Science—And Still “Covering the Content”." In Team-Based Learning, 105–14. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003447535-8.

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Michaelsen, Larry K. "Getting Started with Team-Based Learning." In Team-Based Learning, 27–50. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003447535-3.

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Popovský, Jiří. "Using Team-Based Learning in a Very Traditional, Cultural, and Institutional Context." In Team-Based Learning, 169–72. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003447535-14.

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Cragin, Jon. "Team-Based Learning in International Situations." In Team-Based Learning, 173–82. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003447535-15.

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Michaelsen, Larry K. "Team-Based Learning in Large Classes." In Team-Based Learning, 153–67. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003447535-13.

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Fink, L. Dee. "Beyond Small Groups." In Team-Based Learning, 3–26. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003447535-2.

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Freeman, Mark. "Team-Based Learning in a Course Combining In-Class and Online Interaction." In Team-Based Learning, 183–94. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003447535-16.

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Birmingham, Carolyn, and Mary McCord. "Group Process Research." In Team-Based Learning, 73–93. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003447535-5.

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Conference papers on the topic "Team based learning"

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Feldmann, Birgit. "Group Types in E-Learning Environments ? Study Team, Working Team and Learning Team." In 2006 7th International Conference on Information Technology Based Higher Education and Training. IEEE, 2006. http://dx.doi.org/10.1109/ithet.2006.339789.

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Lasserre, Patricia. "Introduction to team-based learning." In the 14th Western Canadian Conference. New York, New York, USA: ACM Press, 2009. http://dx.doi.org/10.1145/1536274.1536296.

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Staubitz, Thomas, Hanadi Traifeh, and Christonh Meinel. "Team-Based Assignments in MOOCs - User Feedback." In 2018 Learning With MOOCS (LWMOOCS). IEEE, 2018. http://dx.doi.org/10.1109/lwmoocs.2018.8534607.

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Staubitz, Thomas, and Christoph Meinel. "Team based assignments in MOOCs." In L@S '18: Fifth (2018) ACM Conference on Learning @ Scale. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3231644.3231705.

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Amzad, Imtiaz, and Arturo Jose Ortiz. "Model based project centered team learning." In the 11th annual SIGCSE conference. New York, New York, USA: ACM Press, 2006. http://dx.doi.org/10.1145/1140124.1140235.

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McColgan, Michele W., Rose A. Finn, George E. Hassel, and Zuleyha Yuksek. "Team-based learning in physics courses." In 2020 Physics Education Research Conference. American Association of Physics Teachers, 2020. http://dx.doi.org/10.1119/perc.2020.pr.mccolgan.

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Hahn, Sukwon, and Young Mi Ryu. "Long Term Effects of Team-based learning in Nursing Students." In 10th International Workshop on Healthcare and Nursing 2016. Global Vision School Publication, 2016. http://dx.doi.org/10.21742/asehl.2016.7.18.

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Kaur, Charanjit, and Mala Raghavan. "TEACHING STATISTICS USING TEAM-BASED POLLING." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.0950.

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Ju, An, Xiao Fu, Joshua Zeitsoff, Adnan Hemani, Yannis Dimitriadis, and Armando Fox. "Scalable Team-Based Software Engineering Education via Automated Systems." In 2018 Learning With MOOCS (LWMOOCS). IEEE, 2018. http://dx.doi.org/10.1109/lwmoocs.2018.8534590.

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Lasserre, Patricia. "Adaptation of team-based learning on a first term programming class." In the 14th annual ACM SIGCSE conference. New York, New York, USA: ACM Press, 2009. http://dx.doi.org/10.1145/1562877.1562937.

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Reports on the topic "Team based learning"

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Kim, Soohyun, and Brandon Mikaitis. A Team-based Experiential Learning in Supply Chain Sourcing: Purchasing and Negotiation Exercises. Ames: Iowa State University, Digital Repository, 2017. http://dx.doi.org/10.31274/itaa_proceedings-180814-1877.

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Groeneveld, Caspar, Elia Kibga, and Tom Kaye. Deploying an e-Learning Environment in Zanzibar: Feasibility Assessment. EdTech Hub, July 2020. http://dx.doi.org/10.53832/edtechhub.0028.

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The Zanzibar Ministry of Education and Vocational Training (MoEVT) and the World Bank (the Bank) approached the EdTech Hub (the Hub) in April 2020 to explore the feasibility of implementing a Virtual Learning Environment (VLE). The Hub was requested to focus primarily on the deployment of a VLE in lower secondary education, and this report consequently focuses primarily on this group. The report is structured in four sections: An introduction to provide the background and guiding principles for the engagement with a short overview of the methodology applied. An analysis of the Zanzibar education system with a particular focus on elements relevant to deploying a VLE. This includes the status of ICT infrastructure, and a summary of the stakeholders who will play a role in using or implementing a VLE. A third section that discusses types of VLEs and content organisation, and their applicability to the Zanzibar ecosystem. A conclusion with recommendations for Zanzibar, including short- and long-term steps. In this collaboration with Zanzibar’s MoEVT, the Hub team sought to understand the purpose of the proposed VLE. Based on discussions and user scenarios, we identified two main education challenges a VLE may help to resolve. In the short term, students cannot go to school during the COVID-19 crisis, but need access to educational content. There is content, but no flexible and versatile platform to disseminate content to all students. In the long term, a mechanism to provide students with access to quality, curriculum-aligned content in school, or remotely, is required.
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Zachry, Anne, J. Flick, and S. Lancaster. Tune Up Your Teaching Toolbox! University of Tennessee Health Science Center, 2016. http://dx.doi.org/10.21007/chp.ot.fp.2016.0001.

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Occupational therapy (OT) educators strive to prepare entry-level practitioners who have the expertise to meet the diverse health care needs of society. A variety of instructional methods are used in the University of Tennessee Health Science Center (UTHSC) MOT program, including traditional lecture-based instruction (LBI), problem-based learning (PBL), team-based learning (TBL), and game-based learning (GBL). Research suggests that active learning strategies develop the critical thinking and problem-solving skills that are necessary for effective clinical reasoning and decision-making abilities. PBL, TBL, GBL are being successfully implemented in the UTHSC MOT Program to enhance the learning process and improve student engagement.
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Kulhandjian, Hovannes. AI-Based Bridge and Road Inspection Framework Using Drones. Mineta Transportation Institute, November 2023. http://dx.doi.org/10.31979/mti.2023.2226.

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There are over 590,000 bridges dispersed across the roadway network that stretches across the United States alone. Each bridge with a length of 20 feet or greater must be inspected at least once every 24 months, according to the Federal Highway Act (FHWA) of 1968. This research developed an artificial intelligence (AI)-based framework for bridge and road inspection using drones with multiple sensors collecting capabilities. It is not sufficient to conduct inspections of bridges and roads using cameras alone, so the research team utilized an infrared (IR) camera along with a high-resolution optical camera. In many instances, the IR camera can provide more details to the interior structural damages of a bridge or a road surface than an optical camera, which is more suitable for inspecting damages on the surface of a bridge or a road. In addition, the drone inspection system is equipped with a minicomputer that runs Machine Learning algorithms. These algorithms enable autonomous drone navigation, image capture of the bridge or road structure, and analysis of the images. Whenever any damage is detected, the location coordinates are saved. Thus, the drone can self-operate and carry out the inspection process using advanced AI algorithms developed by the research team. The experimental results reveal the system can detect potholes with an average accuracy of 84.62% using the visible light camera and 95.12% using a thermal camera. This developed bridge and road inspection framework can save time, money, and lives by automating and having drones conduct major inspection operations in place of humans.
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Levy, Brian. How ‘Soft Governance’ Can Help Improve Learning Outcomes. Research on Improving Systems of Education (RISE), February 2023. http://dx.doi.org/10.35489/bsg-rise-ri_2023/053.

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On the surface, global gains in educating children have been remarkable. Access has expanded enormously. So, too, has knowledge about ‘best practices’—both education-sector-specific knowledge about how students learn and successful teachers teach, and knowledge about ‘best practice’ arrangements for governing education systems. Yet the combination of access and knowledge has not translated into broad-based gains in learning outcomes. Why? In seeking to address this question, a useful point of departure is the 2018 Learning World Development Report’s distinction between proximate and underlying causes of learning shortfalls. Proximate causes include the skills and motivations of teachers, the quality of school management, the available of other inputs used in schools, and the extent to which learners come to school prepared to learn. Underlying these are the governance arrangements through which these inputs are deployed. Specialist knowledge on the proximate drivers of learning outcomes can straightforwardly be applied in countries where governance works well. However, in countries where the broader governance context is less supportive, specialist sector-specific interventions to support learning are less likely to add value. In these messy governance contexts, knowledge about the governance and political drivers of policymaking and implementation can be an important complement to sector-specific expertise. To help uncover new ways of improving learning outcomes (including in messy governance contexts), the Research on Improving Systems of Education (RISE) Programme has championed a broad-ranging, interdisciplinary agenda of research. RISE was organised around a variety of thematic and country-focused research teams that probed both proximate and underlying determinants of learning. As part of the RISE work programme, a political economy team commissioned studies on the politics of education policy adoption (the PET-A studies) for twelve countries (Chile, Egypt, Ethiopia, India, Indonesia, Kenya, Nigeria, Pakistan, Peru, South Africa, Tanzania and Vietnam). A December 2022 RISE synthesis of the individual country studies1 laid out and applied a framework for systematically assessing how political and institutional context influences learning outcomes—and used the results to suggest some ‘good fit’ soft governance entry points for improving learning outcomes across a variety of different contexts. This insight note elaborates on the synthesis paper’s argument and its practical implications.
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Endale, Kefyalew, Mesele Araya, Tassew Woldehanna, and Ricardo Sabates. GEQIP-E Implementation Practices and Value-Added Learning at Primary Schools in Ethiopia. Research on Improving Systems of Education (RISE), March 2023. http://dx.doi.org/10.35489/bsg-rise-wp_2023/132.

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This paper focuses on research from the RISE Ethiopia team and addresses two major objectives: analysing the progress made towards achieving key goals under the four focus areas of GEQIP-E (internal efficiency, quality, equity, and system strengthening for policy formulation and reform) and whether the indicators of GEQIP-E implementation have been associated with estimated improvements in numeracy over one academic year. The analysis is based on longitudinal data collected as part of the RISE Ethiopia programme during the academic years 2018/19 and 2021/22, as they coincide with the implementation of GEQIP-E (GEQIP-E was disrupted by the dual shocks of COVID-19 and the violent civil conflicts that erupted in November 2020). Findings are presented under the four areas of intervention (school internal efficiency, quality, equity and system strengthening) and the final section links these areas of intervention with learning outcomes.
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Withers, Clare, Diana Dill, Jeanann Haas, Kathy Haines, and Berenika Webster. Library Impact Research Report: A Toolkit for Demonstrating and Measuring Impact of Primary Sources in Teaching and Learning. Association of Research Libraries, December 2022. http://dx.doi.org/10.29242/report.pitt2022b.

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As part of ARL’s Research Library Impact Framework initiative, a team from the University of Pittsburgh Library System addressed how special collections support teaching, learning, and research. This project developed a toolkit that allows measurement of impact of engagement with primary sources. The University of Pittsburgh (Pitt) initially worked with University of California, Irvine (UCI) to develop student learning outcomes based on the ACRL/RBMS–SAA Guidelines for Primary Source Literacy and used a logic model framework to identify three types of outcomes: initial (attainment of new skills and knowledge), intermediate (behavioral change), and long-term (change in status). Pitt studied two successive cohorts of their Archival Scholars Research Awards (ASRA), a semester-long undergraduate scholarship program that matches each student with a University of Pittsburgh Library System (ULS) librarian/archivist and a Pitt faculty mentor to engage in an in-depth research project. Next, Pitt refined, expanded, and tested the toolkit for use in class visits to assess student learning and archivist/librarian performance in supporting instructor learning goals. The mapping and assessment toolkit Pitt developed may be applied to teaching with primary sources across different disciplines and institutional settings.
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Kulhandjian, Hovannes. AI-based Pedestrian Detection and Avoidance at Night using an IR Camera, Radar, and a Video Camera. Mineta Transportation Institute, November 2022. http://dx.doi.org/10.31979/mti.2022.2127.

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In 2019, the United States experienced more than 6,500 pedestrian fatalities involving motor vehicles which resulted in a 67% rise in nighttime pedestrian fatalities and only a 10% rise in daytime pedestrian fatalities. In an effort to reduce fatalities, this research developed a pedestrian detection and alert system through the application of a visual camera, infrared camera, and radar sensors combined with machine learning. The research team designed the system concept to achieve a high level of accuracy in pedestrian detection and avoidance during both the day and at night to avoid potentially fatal accidents involving pedestrians crossing a street. The working prototype of pedestrian detection and collision avoidance can be installed in present-day vehicles, with the visible camera used to detect pedestrians during the day and the infrared camera to detect pedestrians primarily during the night as well as at high glare from the sun during the day. The radar sensor is also used to detect the presence of a pedestrian and calculate their range and direction of motion relative to the vehicle. Through data fusion and deep learning, the ability to quickly analyze and classify a pedestrian’s presence at all times in a real-time monitoring system is achieved. The system can also be extended to cyclist and animal detection and avoidance, and could be deployed in an autonomous vehicle to assist in automatic braking systems (ABS).
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Quak, Evert-Jan. K4D’s Work on the Indirect Impacts of COVID-19 in Low- and Middle- Income Countries. Institute of Development Studies (IDS), June 2021. http://dx.doi.org/10.19088/k4d.2021.093.

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This report is not an in-depth nor exhaustive analysis of the many indirect impacts of the pandemic on LMICs. The content is purely based on the requests from FCDO to the K4D services on this topic, and as such can only give an illustrative overview of the findings from these requests. Furthermore, insights are also taken from the data that K4D collects for each request based on the information provided by advisers and FCDO (e.g. purpose of the request, adviser’s cadre), hence, the data is limited to the information available to the K4D team at the time of the request and the level of details available may vary from one request to the other. The selection of relevant K4D outputs on the pandemic’s indirect impacts was based on an extensive search in the K4D repository on titles and research questions. The Annex shows all K4D outputs included in this report. The purpose of this report is to inform FCDO about some of the specifics of their requests on the indirect impacts of COVID-19, in general. This report will also be used as input for a K4D-FCDO learning event that takes place on the 6th of July 2021. During the event learning and evidence, trends will be discussed and how evidence and learning informed decision-making on policy and programming.
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Armas, Elvira, and Magaly Lavadenz. The Observation Protocol for Academic Literacies (OPAL); A Tool for Supporting Teachers of English Language Learners. CEEL, 2011. http://dx.doi.org/10.15365/ceel.article.2011.1.

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Schools and school systems are experiencing an instructional support gap that results in limited opportunities for educators to analyze, reflect on and improve research-based practices for ELLs so that outcomes for culturally and linguistically diverse students can change. To address this need, an inter-disciplinary research team from the Center for Equity for English Learners, comprised of educational leaders, teachers, researchers, and content experts developed a classroom observational instrument—the Observation Protocol for Academic Literacies (OPAL). The OPAL is intended for teachers, educational leaders, coaches, and others to conduct focused classroom observations for three potential purposes: research/evaluation, professional development, and coaching. In this article the authors introduce the OPAL’s research base, describe how to use the OPAL tool, and provide examples of the applied use of the OPAL to support professional learning and evaluate a three-year school reform effort.
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