A case for Team-Based Learning as an effective collaborative learning methodology in higher education

Panos Vlachopoulos, Shazia K. Jan*, Rodney Buckton

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

1 Citation (Scopus)

Abstract

This paper reports the results from the implementation of Team-Based Learning (TBL) methodology at a large Australian university. The study found a significant difference between students’ learning experience and hours spent studying pre and post TBL. The study also found a significant positive relationship between in-built TBL assessments and finals grades pointing to the capacity of TBL to predict performance. Findings of the study present valuable practical implications for academics looking to implement carefully structured collaborative learning methodologies that effectively enhance student engagement, experience and learning along with fostering teamwork and communication skills.
Original languageEnglish
Pages (from-to)69-77
Number of pages9
JournalCollege Teaching
Volume69
Issue number2
Early online date9 Sep 2020
DOIs
Publication statusPublished - 2021

Keywords

  • Collaborative
  • experience
  • learning
  • study time
  • team-based

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