Yes / Team-based learning (TBL) is a collaborative learning model that shifts classroom time from a
teacher-centred to student-centred approach. TBL emphasises accountability to learning,
teamwork, immediate feedback, peer feedback, and critical thinking. While many educators
value the increased student engagement that results from TBL, the transition from traditional
teaching methods to TBL poses challenges. Using a qualitative approach, this study aimed to
explore the experiences of 26 academic staff in the United Kingdom who implemented TBL in
the higher education setting. Thematic analysis of interview text generated eight themes
related to preparing academics to use TBL, challenges related to TBL, and engagement of
students with the curriculum. Derived from these themes, a set of recommendations for
supporting academic staff who transition to TBL was developed.
| Identifer | oai:union.ndltd.org:BRADFORD/oai:bradscholars.brad.ac.uk:10454/14040 |
| Date | January 2017 |
| Creators | Nelson, M., Tweddell, Simon |
| Source Sets | Bradford Scholars |
| Language | English |
| Detected Language | English |
| Type | Article, Published version |
| Rights | © 2017 The Authors. Reproduced in accordance with the publisher's self-archiving policy., Unspecified |
| Relation | https://journals.gre.ac.uk/index.php/raise/article/view/nelson |
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