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.
| Identifer | oai:union.ndltd.org:BRADFORD/oai:bradscholars.brad.ac.uk:10454/17830 |
| Date | 12 May 2020 |
| Creators | Nelson, M., Tweddell, Simon |
| Publisher | The Researching, Advancing and Inspiring Student Engagement (RAISE) Network |
| Source Sets | Bradford Scholars |
| Language | English |
| Detected Language | English |
| Type | Article, Published version |
| Rights | © 2020 The Authors. Reproduced in accordance with the publisher's self-archiving policy. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (https://creativecommons.org/licenses/by/3.0/) that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. |
| Relation | https://sehej.raise-network.com/raise/article/view/954 |
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