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Journal articles on the topic 'Team based learning'

Author: Grafiati

Published: 4 June 2021

Last updated: 30 July 2024

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1

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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Koh, Ying Yun Juliana, Henk G. Schmidt, Naomi Low-Beer, and Jerome I. Rotgans. "Team-Based Learning Analytics." Academic Medicine 95, no. 6 (June 2020): 872–78. http://dx.doi.org/10.1097/acm.0000000000003157.

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Kohtz, Cindy, Theresa Hoadley, Jenna Liphart, Sona Siegel, Keli Briggs, Sarah Clark, Leigh Ann Bonney, and Kelly M. Tillis. "Adopting Team-Based Learning." Nurse Educator 42, no. 5 (2017): 218–21. http://dx.doi.org/10.1097/nne.0000000000000388.

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Lewis, Drew, Steven Clontz, and Julie Estis. "Team-Based Inquiry Learning." PRIMUS 31, no. 2 (October 4, 2019): 223–38. http://dx.doi.org/10.1080/10511970.2019.1666440.

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Lehmann-Willenbrock, Nale. "Team Learning." Small Group Research 48, no. 2 (January 23, 2017): 123–30. http://dx.doi.org/10.1177/1046496416689308.

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Team learning is a complex social phenomenon that develops and changes over time. Hence, to promote understanding of the fine-grained dynamics of team learning, research should account for the temporal patterns of team learning behavior. Taking important steps in this direction, this special issue offers novel insights into the dynamics of team learning by advocating a temporal perspective. Based on a symposium presented at the 2016 Interdisciplinary Network for Group Research (INGRoup) Conference in Helsinki, the four empirical articles in this special issue showcase four different and innovative approaches to implementing a temporal perspective in team learning research. Specifically, the contributions highlight team learning dynamics in student teams, self-managing teams, teacher teams, and command and control teams. The articles cover a broad range of methods and designs, including both qualitative and quantitative methodologies, and longitudinal as well as micro-temporal approaches. The contributors represent four countries and five different disciplines in group research.

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Opdecam, Evelien, and Patricia Everaert. "Choice-based learning: lecture-based or team learning?" Accounting Education 28, no. 3 (January 30, 2019): 239–73. http://dx.doi.org/10.1080/09639284.2019.1570857.

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Ficapal-Cusí, Pilar, and Joan Boada-Grau. "e-Learning and Team-based Learning. Practical Experience in Virtual Teams." Procedia - Social and Behavioral Sciences 196 (July 2015): 69–74. http://dx.doi.org/10.1016/j.sbspro.2015.07.013.

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Grady, Sarah E. "Team-based Learning in Pharmacotherapeutics." American Journal of Pharmaceutical Education 75, no. 7 (September 10, 2011): 136. http://dx.doi.org/10.5688/ajpe757136.

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Wolfe, Kara, and Rebecca Gould. "Insights on Team-Based Learning." Journal of Hospitality & Tourism Education 13, no. 3-4 (July 2001): 87–96. http://dx.doi.org/10.1080/10963758.2001.10696703.

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Teixeira, Renato da Costa, Atila Barros Magalhaes, Vera Regina Palacios, and Madacilina de Melo Teixeira. "Physiotherapy Students’ Perceptions of Team-Based Learning Using the Team-Based Learning Student Assessment." Journal of Education and Learning 8, no. 4 (June 13, 2019): 43. http://dx.doi.org/10.5539/jel.v8n4p43.

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According to the National Curricular Guidelines for the undergraduate-level course in physical therapy, the curriculum must promote the training of a generalist, humanist, critical, and reflective professional to develop skills focused on decision-making, communication, leadership, etc. Several methodologies are used in the teaching-learning process; of these, active methodologies are often cited, wherein, contrary to the traditional model of teaching, the roles of the teacher and student are reversed. This study aimed to evaluate students’ perception of learning in teams (Team-based learning) as a teaching-learning strategy in the physical therapy undergraduate program of the University of the State of Pará, using the Team-based Learning Student Assessment Instrument (TBL-SAI). A cross-sectional, descriptive study with 21 physical therapy undergraduate students of the UEPA Campus XII was conducted. The TBL-SAI was administered after they participated in an optional course of the respiratory system, wherein the TBL teaching was adopted. The 33 items of the TBL-SAI comprise responses ranging from 1 (I strongly disagree) to 5 (I strongly agree), divided into three subscales: perception of students’ accountability, preference for traditional approach or TBL, and students’ satisfaction. Average score on the subscales higher than the neutral scores indicated that the students perceived the TBL to be an effective learning tool. The participants reported an overall positive experience using TBL with respect to accountability toward their studies, preference for TBL, and their satisfaction with the method. Future studies should evaluate the impact of TBL on the academic performance and learning ability of undergraduate students of physical therapy.

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Patterson, Tracy Enright, Donna R. Dinkin, and Heather Champion. "Team sponsors in community-based health leadership programs." Leadership in Health Services 30, no. 2 (May 2, 2017): 171–83. http://dx.doi.org/10.1108/lhs-10-2016-0054.

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Purpose The purpose of this article is to share the lessons learned about the role of team sponsors in action-learning teams as part of community-based health leadership development programs. Design/methodology/approach This case study uses program survey results from fellow participants, action learning coaches and team sponsors to understand the value of sponsors to the teams, the roles they most often filled and the challenges they faced as team sponsors. Findings The extent to which the sponsors were perceived as having contributed to the work of the action learning teams varied greatly from team to team. Most sponsors agreed that they were well informed about their role. The roles sponsors most frequently played were to provide the teams with input and support, serve as a liaison to the community and serve as a sounding board, motivator and cheerleader. The most common challenges or barriers team sponsors faced in this role were keeping engaged in the process, adjusting to the role and feeling disconnected from the program. Practical implications This work provides insights for program developers and community foundations who are interested in building the capacity for health leadership by linking community sponsors with emerging leaders engaged in an action learning experience. Originality/value This work begins to fill a gap in the literature. The role of team sponsors has been studied for single organization work teams but there is a void of understanding about the role of sponsors with multi-organizational teams working to improve health while also learning about leadership.

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Dixon, Nancy, and Lorna Wellsteed. "Effects of team-based quality improvement learning on two teams providing dementia care." BMJ Open Quality 8, no. 2 (April 2019): e000500. http://dx.doi.org/10.1136/bmjoq-2018-000500.

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ObjectiveTo determine the effects of a structured team-based learning approach to quality improvement (QI) on the performance 12 months later of two teams caring for patients with dementia.DesignBefore and after prospective study.SettingStaff working in two inpatient services in National Health Service Trusts in England, one providing orthopaedic surgery (Team A) and one caring for elderly people with mental health conditions, including dementia (Team B). Team A consisted of nurses; Team B included doctors, nurses, therapists, mental health support workers and administrators.MethodsQI training and support, assessment of the performance of teams and team coaching were provided to the two teams. QI training integrated tools for teamworking and a structured approach to QI. Team members completed the Aston Team Performance Inventory, a validated tool for assessing team performance, at the start of the QI work (time 1) and 1 year later (time 2).ResultsA year after the QI training and team QI project, Team A members perceived themselves as a high-performing team, reflected in improvement in 24 of 52 components measured in the Inventory; Team B was initially a poorly performing team and had improvements in 42 of 52 components a year later.ConclusionThis study demonstrates that a structured team-based learning approach to QI has effects a year later on the performance of teams in clinical settings, as measured by a validated team performance tool.

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Chandler, Nicholas. "The sustainability of hybrid learning: An investigation of how international virtual learning groups develop into effective learning teams." Prosperitas, In press (2023): 1–12. http://dx.doi.org/10.31570/prosp_2023_0086.

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Trends indicate that blended learning is and will maintain a key role in higher education. A virtual learning group is only truly effective once it becomes a virtual learning team. This study aims to explore the stages of development of virtual learning groups’ as they progress towards teams by analyzing the perceptions of multinational teams of students (N=95). The data were gathered using a quantitative instrument based upon Tuckman’s group development model and adapted to an educational setting. The study extends previous research into how teams skip stages by also finding that progression through the stages of development is not linear, with some teams stagnating at a given stage and others regressing to an earlier stage. There is also weak agreement between team members on their perceived effectiveness as a team. It is recommended that practitioners increase the use of monitoring during online team tasks and allow time after task completion for team reflection on their effectiveness with constructive discussion between members and feedback from the instructor. Findings also indicate the need for initial lessons in task-based e-learning to foster openness and constructure criticism between students.

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Al-Batanony, Manal Ahmad. "Problem Based Learning and Team Based Learning in Medical Education." Aljouf University Medical Journal 2, no. 2 (June 1, 2015): 39–44. http://dx.doi.org/10.12816/0017373.

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Ono, Shin-ichi, Yoshihisa Ito, Kumiko Ishige, Norio Inokuchi, Yasuhiro Kosuge, Satoru Asami, Megumi Izumisawa, et al. "Verification of Learning Effects by Team-based Learning." YAKUGAKU ZASSHI 137, no. 11 (November 1, 2017): 1419–23. http://dx.doi.org/10.1248/yakushi.17-00094.

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Mitchell, Alanah, and Amy Grace Vaughan. "Implementing Team-Based Learning: Findings From a Database Class." Journal of Information Technology Education: Innovations in Practice 21 (2022): 001–23. http://dx.doi.org/10.28945/4903.

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Aim/Purpose: The complexity of today’s organizational databases highlights the importance of hard technical skills as well as soft skills including teamwork, communication, and problem-solving. Therefore, when teaching students about databases it follows that using a team approach would be useful. Background: Team-based learning (TBL) has been developed and tested as an instructional strategy that leverages learning in small groups in order to achieve increased overall effectiveness. This research studies the impact of utilizing team-based learning strategies in an undergraduate Database Management course in order to determine if the methodology is effective for student learning related to database technology concepts in addition to student preparation for working in database teams. Methodology: In this study, a team-based learning strategy is implemented in an undergraduate Database Management course over the course of two semesters. Students were assessed both individually and in teams in order to see if students were able to effectively learn and apply course concepts on their own and in collaboration with their team. Quantitative and qualitative data was collected and analyzed in order to determine if the team approach improved learning effectiveness and allowed for soft skills development. The results from this study are compared to previous semesters when team-based learning was not adopted. Additionally, student perceptions and feedback are captured. Contribution: This research contributes to the literature on database education and team-based learning and presents a team-based learning process for faculty looking to adopt this methodology in their database courses. This research contributes by showing how the collaborative assessment aspect of team-based learning can provide a solution for the conceptual and collaborative needs of database education. Findings: Findings related to student learning and perceptions are presented illustrating that team-based learning can lead to improvements in performance and provides a solution for the conceptual and collaborative needs of database education. Specifically, the findings do show that team scores were significantly higher than individual scores when completing class assessments. Student perceptions of both their team members and the team-based learning process were overall positive with a notable difference related to the perception of team preparedness based on gender. Recommendations for Practitioners: Educational implications highlight the challenges of team-based learning for assessment (e.g., gender differences in perceptions of team preparedness), as well as the benefits (e.g., development of soft skills including teamwork and communication). Recommendation for Researchers: This study provides research implications supporting the study of team assessment techniques for learning and engagement in the context of database education. Impact on Society: Faculty looking to develop student skills in relation to database concepts and application as well as in relation to teamwork and communication may find value in this approach, ultimately benefiting students, employers, and society. Future Research: Future research may examine the methodology from this study in different contexts as well as explore different strategies for group assignments, room layout, and the impact of an online environment.

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Sisk, Rebecca J. "Team-Based Learning: Systematic Research Review." Journal of Nursing Education 50, no. 12 (October 17, 2011): 665–69. http://dx.doi.org/10.3928/01484834-20111017-01.

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Van Orman, Kimberly. "Teaching Philosophy with Team-Based Learning." AAPT Studies in Pedagogy 1 (2015): 61–81. http://dx.doi.org/10.5840/aaptstudies20159215.

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Ofstad, William, and Lane J. Brunner. "Team-Based Learning in Pharmacy Education." American Journal of Pharmaceutical Education 77, no. 4 (May 13, 2013): 70. http://dx.doi.org/10.5688/ajpe77470.

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He, Jinshen, Qi Tang, Ruchun Dai, Zhihong Li, and Yebin Jiang. "Problem-, team- and evidence-based learning." Medical Education 46, no. 11 (October 18, 2012): 1102–3. http://dx.doi.org/10.1111/medu.12033.

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Williamson, Bill, David Bright, and Bill Parkin. "Management learning and team based working." Management Research News 24, no. 1/2 (January 2001): 55–67. http://dx.doi.org/10.1108/01409170110782522.

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Moore-Davis, Tonia L., Mavis N. Schorn, Michelle R. Collins, Julia Phillippi, and Sharon Holley. "Team-Based Learning for Midwifery Education." Journal of Midwifery & Women's Health 60, no. 3 (May 2015): 291–97. http://dx.doi.org/10.1111/jmwh.12330.

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Gayef, Albena. "Team based learning in medical education." SHS Web of Conferences 66 (2019): 01017. http://dx.doi.org/10.1051/shsconf/20196601017.

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Team based learning is an active, student-centered method applied in a group of 5-7 students with the management of a single trainer who is a specialist. There are three stages in the team based learning method: preparation, display of readiness and implementation. Team based learning is an active learning strategy in medical education. In this study, the structure and basic principles of team based learning, the steps of the method and assessment and evaluation are discussed.

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Vogler, Jane S., and Daniel H. Robinson. "Team-Based Testing Improves Individual Learning." Journal of Experimental Education 84, no. 4 (April 4, 2016): 787–803. http://dx.doi.org/10.1080/00220973.2015.1134420.

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Amzad, Imtiaz, and Arturo Jose Ortiz. "Model based project centered team learning." ACM SIGCSE Bulletin 38, no. 3 (September 26, 2006): 328. http://dx.doi.org/10.1145/1140123.1140235.

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Patil, Snehal S., Varsha T. Lokare, and Sushma S. Kulkarni. "Exploring Online Teaching-Learning during COVID-19: A Comparative Study of Team Based Learning and Non-Team Based Learning." Journal of Engineering Education Transformations 35, S1 (January 1, 2022): 194–98. http://dx.doi.org/10.16920/jeet/2022/v35is1/22028.

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The COVID-19 pandemic forced the worldwide and sudden transformations of conventional live teaching strategy to online ICT based format in engineering education. Cognitive engagement of students is the main challenge during online teaching-learning platform. Teambased learning (TBL) is a collaborative teaching-learning approach that allows students to follow a structured procedure to enrich student cognitive engagement in the online platform. This paper is focused on comparative studies of team based learning and non-team based learning for a course “Advance Database System” in computer science and engineering department. The hypothesis is considered that TBL is best learning approach to cognitive engagement of students in the online platform. T-test and Chi-square test is applied to analyse the result. The results exhibited that TBL is the superior learning method and the hypothesis was proved and accepted. Keywords: Team-based Learning, T-test, Chi-square test, Cognitive Engagement.

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Vaseva, Elena S., and Nadezhda V. Buzhinskaya. "Team building as an essential component of team-based learning." Problems of Modern Education (Problemy Sovremennogo Obrazovaniya), no. 3, 2020 (2020): 116–23. http://dx.doi.org/10.31862/2218-8711-2020-3-116-123.

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When studying at a higher educational institution, a Bachelor must acquire competencies that will allow them to be successful in their future profession. According to the Federal state educational standard, one of these competencies is the ability to work and realize their role in the team, to carry out social interaction. The article raises the issue of the relevance of the use of command-oriented training as a way of developing the designated competence with an undergraduate taking the “Applied Informatics” course, the stages of teamoriented training are considered. Special attention is paid to the “team building” stage, and the goals and objectives of roleplaying, goal-setting, interpersonal, taskoriented approaches to the organization of this stage are discussed. The examples of implementation of each approach in practice of the Bachelor Degree training course “Applied Informatics” are given.

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Chen, Weichao, Melanie McCollum, Elizabeth Bradley, and Donna T. Chen. "Shared team leadership training through pre-clerkship team-based learning." Medical Education 50, no. 11 (October 19, 2016): 1148–49. http://dx.doi.org/10.1111/medu.13170.

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Oh, Eun-Joo. "Team Dynamics and Instructional Design for Team Project-based Learning." Asia-pacific Journal of Multimedia services convergent with Art, Humanities, and Sociology 7, no. 10 (October 31, 2017): 423–32. http://dx.doi.org/10.14257/ajmahs.2017.10.74.

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Jaiswal, Aparajita, Tugba Karabiyik, Paul Thomas, and Alejandra J. Magana. "Characterizing Team Orientations and Academic Performance in Cooperative Project-Based Learning Environments." Education Sciences 11, no. 9 (September 8, 2021): 520. http://dx.doi.org/10.3390/educsci11090520.

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Information technology professionals are required to possess both technical and professional skills while functioning in teams. Higher education institutions are promoting teamwork by engaging students in cooperative and project-based learning environments. We characterized teams based on their collective orientations and evaluated their team performance in a cooperative project-based learning environment situated in a sophomore-level systems analysis and design course. We explored the orientation patterns in terms of goals, roles, processes, and interpersonal relations (GRPI). Specifically, we analyzed team retrospectives of 23 teams using a mixed-method approach. Findings characterized teams into balanced and unbalanced orientations. Teams with balanced orientations demonstrated a higher level of team performance in terms of academic achievement than the unbalanced category.

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Yeo, Roland K. "Crossing Knowledge Boundaries: From Team Learning to Knowledge Teams." Small Group Research 51, no. 6 (May 25, 2020): 700–737. http://dx.doi.org/10.1177/1046496420919929.

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This article explores how team learning is enhanced through facilitated knowledge sharing, leading to knowledge teams that are capable of identifying knowledge gaps and crossing knowledge boundaries. Based on a qualitative study, vignettes are used to illustrate the dynamics of team learning in different situational contexts, facilitating the way knowledge plays out at the intersection of knowledge boundaries. The study examines how team members integrate or downplay knowledge resources based on the trajectory of participation and learning. Such trajectory helps determine the extent to which knowledge spillovers create wider networks of learning, leading to different forms of organizational learning.

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Khalafalla, Farid G., and Rafal Alqaysi. "Blending team-based learning and game-based learning in pharmacy education." Currents in Pharmacy Teaching and Learning 13, no. 8 (August 2021): 992–97. http://dx.doi.org/10.1016/j.cptl.2021.06.013.

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Frame, Tracy R., Stephanie M. Cailor, Rebecca J. Gryka, Aleda M. Chen, Mary E. Kiersma, and Lorin Sheppard. "Student Perceptions of Team-based Learning vs Traditional Lecture-based Learning." American Journal of Pharmaceutical Education 79, no. 4 (May 25, 2015): 51. http://dx.doi.org/10.5688/ajpe79451.

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Harvey, Jean-François, Kevin J. Johnson, Kate S. Roloff, and Amy C. Edmondson. "From orientation to behavior: The interplay between learning orientation, open-mindedness, and psychological safety in team learning." Human Relations 72, no. 11 (January 8, 2019): 1726–51. http://dx.doi.org/10.1177/0018726718817812.

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Do teams with motivation to learn actually engage in the behaviors that produce learning? Though team learning orientation has been found to be positively related to team learning, we know little about how and when it actually fosters team learning. It is obviously not the only factor that may impact learning in teams. Team psychological safety, or the way team members feel about taking interpersonal risks, is another important factor associated with team learning. Team open-mindedness, or the degree of curiosity that teams have for new ideas, is also likely to impact team learning. So far, these factors have been investigated independently of each other. In this article, we draw from theory on team development and goal achievement to develop a model of team learning that includes them. We report the results from a time-lagged, survey-based study designed to test our model. We found that the relationship between team learning orientation and team learning is mediated by team psychological safety. Yet, this is only true when team open-mindedness is low, not when it is high. We thus reveal initial patterns of interaction and discrimination among key factors that are related to team learning in ways that contribute to both theory and practice.

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Dincă, Melinda, Trond Berge, Atalia Onițiu, Martin Thomassen, Anca Luștrea, Daniel Lucheș, and Mariana Crașovan. "Immersive Team-Based Learning in Transnational Virtual Classrooms." European Review Of Applied Sociology 16, no. 27 (December 1, 2023): 51–70. http://dx.doi.org/10.2478/eras-2023-0010.

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Abstract This study explores the impact of a transnational team-based virtual learning experience on students’ self-perceived learning outcomes. The purpose of this research is to identify students’ self-perceived learning outcomes in virtual classrooms and describe the attributes of team members considered valuable for achieving team goals and learning success. Students who participated in a team-based international joint course across three editions from 2020 to 2022 completed reflective learning journals, which served as data collection research instruments. The researchers utilized a mixed-methods approach, combining quantitative and qualitative methods, along with thematic content analysis, to examine 327 validated source documents. The results revealed that students highly valued the transnational team-based learning activities during the virtual course. Participants highly valued the transnational nature of the course, as it facilitated effective collaboration within international teams and developed cross-cultural understanding skills. The virtual learning environment played a crucial role in enabling cultural exchange and understanding, fostering active participation, and encouraging reflective practice for groups of students from different countries and universities. Additionally, the study emphasized the development of digital skills as students engaged in transnational collaborative online learning using advanced technologies for communication and teamwork across distances. The digital learning environment positively influenced students’ motivation, sense of belonging, and camaraderie. The research identified 16 self- and hetero-identified attributes of team members, deemed valuable by participating students for achieving teamwork goals and learning outcomes. Attributes such as effective communication, collaboration, goal-oriented attitudes, and organizational skills were among the most highly regarded. These findings underscore the importance of transnational team-based virtual learning experiences in preparing students for global labor market demands. The study highlights the significance of fostering collaboration, cultural understanding, and digital literacy skills in educational settings.

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Zulkifli, Noor Fadzilah, Ainoon Othman, Hayati Abd Rahman, Nur Syahrina Rahim, and Nurul Kharmila Abdullah. "Team-Based Learning: Benefits on Learning and Students’ Perception." Education in Medicine Journal 14, no. 4 (December 31, 2019): 61–69. http://dx.doi.org/10.21315/eimj2019.11.4.6.

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Briscoe, Peter. "More Learning than Teaching: A Team‐based Learning Reflection." National Teaching & Learning Forum 32, no. 3 (March 2023): 1–3. http://dx.doi.org/10.1002/ntlf.30360.

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Widmann, Andreas, Gerhard Messmann, and Regina H. Mulder. "The Impact of Team Learning Behaviors on Team Innovative Work Behavior." Human Resource Development Review 15, no. 4 (November 20, 2016): 429–58. http://dx.doi.org/10.1177/1534484316673713.

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The aim of this review was to get insight into the impact of learning behaviors on innovative behavior in work teams. We addressed this issue by carrying out a systematic literature review. Thirty-one articles that reported studies on learning and innovation development in work teams were included in the review. By integrating the correlational findings of the original studies, we found that, at large, all investigated team learning behaviors had an effect on aspects of team innovative work behavior. Concerning specific team learning behaviors, sharing, team reflection, and team activity had the strongest impact on teams’ engagement in innovation development. A central conclusion is that learning and innovation development are mutually dependent aspects of teamwork and that fostering one aspect will also be beneficial for the other. Based on our findings, we draw practical implications for fostering team development through enhancing learning behaviors and innovative work behavior in teams.

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Li, Fangcheng. "Problem-based Learning Combined with Team-based Learning in Sports Biochemistry Courses." BCP Education & Psychology 3 (November 2, 2021): 95–98. http://dx.doi.org/10.54691/bcpep.v3i.18.

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Explore Problem-based learning (PBL) combining with Team-based learning (TBL) in sports biochemistry course sugar metabolism and movement section theory and experimental teaching, relative to the traditional teaching methods, the two method teaching makes students passive learning for active learning, increase the interest in learning, at the same time exercise their team spirit and active access to learn, improve their self-study ability, practical ability, scientific research ability, at the same time cultivate the consciousness of lifelong learning, the effect is remarkable.

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Kim, Eun-Jung, and Hae-Ran Kim. "The Effects of Team Efficacy, Team Commitment on Learning Satisfaction in Digital-Based Team Learning of Nursing Students." Journal of the Korea Academia-Industrial cooperation Society 24, no. 10 (October 31, 2023): 480–88. http://dx.doi.org/10.5762/kais.2023.24.10.480.

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G., Vinitha, Lakshmidevi M., and Priya Ranganath. "Modified Team Based Learning: Its feasibility and effectiveness in learning Gross Anatomy." National Journal of Clinical Anatomy 7, no. 02 (April 2018): 091–94. http://dx.doi.org/10.1055/s-0040-1701714.

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Abstract Aims and Objectives: Knowledge of human anatomy with clear understanding of its clinical applications is important for producing good quality medical graduates. With many newer student centered teaching techniques coming up modified team based learning has been analyzed in this study. Aims: To know 1] Feasibility and utility of modified team based learning [MTBL] in gross anatomy with clinical aspects. 2] Effectiveness of MTBL in understanding gross anatomy and students approach to MTBL. Material and methods: Two traditional gross anatomy lectures were replaced by two MTBL sessions. 250 first year medical students were randomly grouped into 35 teams with 7 students each. During each session, students went through the steps of MTBL - pre class preparation, individual readiness assurance test [IRAT], group readiness assurance test [GRAT] and application exercise. A five point Likert scale questionnaire was given to students to assess their opinion about MTBL activities. After 15 days, a surprise test [ST] was given to assess effectiveness of MTBL sessions. Results: A significant positive correlation was observed between individual student's performance on IRAT and ST, between individual performances from session-1 to session-2, as well as in group performances in first and second session. 57% students strongly agreed that their performance improved working as a team than individually and increased students' ability to use their critical and analytical skills. Conclusion: This study shows that MTBL is feasible and approachable to students. MTBL acts as an important tool in medical education as it has the ability to develop self-learning, higher reasoning skills and team work skills.

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