Abstract:
Given empirical evidence demonstrating positive effects of team-based learning (TBL) on students’ learning, the current project aims to implement and evaluate the effects of this innovative pedagogy in courses in Teacher Education Programmes as well as Non-Teacher Education Programmes. TBL is defined as a special form of collaborative learning pedagogy with defined sequence of individual work, group work and immediate feedback from content experts in the creation of a motivational framework whereby students hold each other responsible for coming to class prepared and contributing to team discussion of predesigned scenarios (Michaelsen, Knight, & Fink, 2004). In this project, PPSs will design teaching materials based on this pedagogical approach. They will then implement TBL in their classrooms. It is planned that TBL will be implemented in one Psychology-related course, one GE breath course and one Early Childhood Education Course for one semester (the experimental groups). Comparison groups (students enrolling in the same course but in different classrooms/semesters) will be included. Various evaluation methods will be adopted. Quantitatively, self-report measures of students’ learning outcomes will be administered before and after the delivery of the courses. Quality of students’ assignments will be compared between the experimental groups and the comparison groups. Qualitatively, a number of students from each course will be invited to participate in semi-structured interviews to explore their experiences in TBL and effects of TBL on their learning. Findings will be shared to the HKIEd teaching community and a teaching manual on using TBL as pedagogical strategy in higher education will be published.
Code:
T0174
Principal Project Supervisors:
Keywords provided by authors:
Start Date:
01 Jul 2016
End Date:
30 Jun 2017
Status:
Completed
Result:
In quantitative analysis, self-report measures of students’ learning outcomes were administered before and after the delivery of course. The questionnaire examined student learning-related emotions, perceptions of peer feedback, school engagement, and term experience. Quantitative results showed that TBL has significant positive effect on team experience and perceived usefulness of peer feedback in undergraduate and postgraduate courses. But it has no significant effect on school engagement and negative emotion. TBL has a positive effect on positive emotion in GE Breadth course. TBL has no effect on sub-degree classes maybe due to small number of TBL cycles and students’ characteristics.
In qualitative analysis, 23 students were interviewed to examine their TBL experience, perceptions towards this innovative pedagogy, feelings and attitudes. The data analysis showed that students were positive toward this method and identified several benefits: 1) good team experience; 2) knowledge acquisition and retention; 3) enhanced higher-order thinking, such as critical thinking; 4) promotion of communication skills.
Impact:
Though the teaching community has used different active learning strategies such as group work, jigsaw activity and case discussion, there is still a need to develop a structured and time-efficient implementation model that can enhance active, interactive and collaborative learning. To our knowledge, this approach has not yet commonly been adopted in Hong Kong HEIs. Therefore, this project contributed in the regard, by developing a set of source materials based on TBL approach and implementing TBL in a number of courses in different academic programmes of EdUHK. The effects of TBL had also been evaluated so that we generated evidence-based practices in learning and teaching in higher education context. The implementation process, evidence-based practices and evaluation results were documented in the teaching manual Enhancing Student’s Learning Through Team-based Learning (TBL): A Practical Guide for TBL Practitioners for the use of potential TBL practitioners.
Deliverables:
Seminars/ Presentation/ Sharing Sessions
(2017, November). "Can Team-Based Learning Enhance Students’ Learning?" presented by Dr. Yeung Siu Sze Susanna at Seminar on Teaching Development Grant (TDG) Projects at The Education University of Hong Kong on 24 November 2018. (http://www.lttc.eduhk.hk/?p=21721)
(2017, June). "Teaching development project: Enhancing students' learning through team-based learning (TBL)" presented by Dr. Yeung Siu Sze Susanna, Dr. Yang Lan Joy and Ms. Hui Lai Ping Dorothy at Seminar on Teaching Development Grant: Enhancing students’ learning through team-based learning (TBL) at The Education University of Hong Kong on 1 June 2017. (No of participants=17)(https://repository.eduhk.hk/en/publications/e6d584a4-d69e-4a5d-9d08-8f3e...)
(2017, June). "Team-based learning in cognitive Psychology (PSY6008)" presented by Dr. Yeung Siu Sze Susanna at Seminar on Teaching Development Grant: Enhancing students’ learning through team-based learning (TBL) at The Education University of Hong Kong on 1 June 2017. (No of participants=17)(https://repository.eduhk.hk/en/publications/4ca6bcbc-9500-42ef-b3ed-28a4...)
(2017, June). "Adopting TBL To meet General Education's intended outcomes" presented by Dr. Yang Lan Joy at Seminar on Teaching Development Grant: Enhancing students’ learning through team-based learning (TBL) at The Education University of Hong Kong on 1 June 2017. (No of participants=17)(https://repository.eduhk.hk/en/publications/5e037ea3-d946-4286-bf00-4af6...)
(2017, June). "Team-based Learning" presented by Ms. Hui Lai Ping Dorothy at Seminar on Teaching Development Grant: Enhancing students’ learning through team-based learning (TBL) at The Education University of Hong Kong on 1 June 2017. (No of participants=17)(https://repository.eduhk.hk/en/publications/bf1cd38b-f366-4f77-9e60-e706...)
Other Outputs
Yeung, S. S., Yang, L., Hui, L. P. (2017). Enhancing Students’ Learning Through Team-based Learning (TBL): A Practical Guide for TBL Practitioners. Hong Kong: The Education University of Hong Kong. (https://repository.eduhk.hk/en/publications/7a1079d1-7e9c-4bda-8c3e-e227...)
Financial Year:
2015-16
Type:
TDG