scholarly journals Using Team-Based Learning in an Online Synchronous Gerontology Course

2021 ◽  
Vol 5 (Supplement_1) ◽  
pp. 102-102
Author(s):  
Leah Janssen
Keyword(s):  
Social Identities ◽  
Course Evaluations ◽  
Cumulative Advantage ◽  
Social Forces ◽  
Learner Centered ◽  
Team Based Learning ◽  
Team Activity ◽  
Course Material ◽  
Perceived Impacts ◽  
Upper Level

Abstract Team-based learning (TBL) was chosen for its learner-centered approach to intentional engagement and purposeful application of course material in a cross-listed, upper-level gerontology class (i.e., Social Forces in Aging). Intedashboard, an online TBL platform, was utilized to support the online synchronous course, which is especially useful for its integration of class material, module assessments, peer/course evaluations, and dashboard display of live team activity. From the perspective of an emerging scholar, this symposia session will explore the application of TBL as a tool for developing teams, helping students personally connect with course material, and support inclusive teaching initiatives. More specifically, this presentation examines how a scaffolded TBL exercise on cumulative advantage/disadvantage, intersectionality, and social identities led to increased identification and awareness of students’ social location, and the perceived impacts on their later lives.

Cystic Fibrosis as a Theme to Incorporate Team-Based Learning in Cell Biology Courses

2018 ◽  
Vol 80 (1) ◽  
pp. 2-5
Author(s):  
Jennifer Hurst-Kennedy
Keyword(s):  
Cystic Fibrosis ◽  
High School Students ◽  
Cell Biology ◽  
Class Group ◽  
Teaching Strategy ◽  
School Students ◽  
Group Problem ◽  
Video Viewing ◽  
Team Based Learning ◽  
Upper Level

Team-based learning (TBL) is structured, cooperative learning teaching strategy used in a variety of disciplines. TBL uses a three-step approach for delivering content to students: out-of-class preparation, readiness assurance, and application. In this article, a method for incorporating TBL into an undergraduate cell biology course using cystic fibrosis (CF) as a theme is described. Class content is divided into modules. Each module consists of (1) out-of-class video viewing and reading assignments; (2) individual and team assessments, mini-lectures, and think-pair-share activities to assess understanding of the material; and (3) in-class, group problem sets related to the molecular pathogenesis of CF. Although originally designed for an introductory undergraduate cell biology course, this curriculum can be easily adapted for upper-level undergraduate and high school students.

scholarly journals Evaluating the introduction of team-based learning in a pharmacy consultation skills module

2020 ◽  
pp. 151-157
Author(s):  
Simon Tweddell
Keyword(s):  
Thematic Analysis ◽  
Teaching Strategy ◽  
Approaches To Learning ◽  
Pharmacy Education ◽  
Learning And Teaching ◽  
Written Comments ◽  
Team Based Learning ◽  
Course Material ◽  
Consultation Skills ◽  
Evaluation Survey

The learning and teaching strategy for a pharmacy consultation skills module was changed to Team-Based Learning (TBL) with the aim of motivating students to engage with course material pre-class and take deeper approaches to learning during class. Results from administering a validated TBL instrument suggests that students are more accountable and are satisfied with and have preference for TBL over traditional methods. Exam results show a 13% improvement in mean end-of- year examinations compared with pre-TBL results. Thematic analysis of written comments on the module evaluation survey suggest that they enjoyed learning using TBL and found it more engaging, stimulating and more effective for their learning; however, it could be improved through better management of workshop timings and more effective facilitation of discussion. TBL appears to have potential as a pedagogic approach in pharmacy education.

E-Learning

2015 ◽  
pp. 1545-1560
Author(s):  
Marie de Beer ◽  
Roger B. Mason
Keyword(s):  
Research Method ◽  
Academic Research ◽  
Pass Rate ◽  
Teaching Methodology ◽  
Research Project ◽  
Learner Centered ◽  
E Learning ◽  
Course Material ◽  
Main Intervention

This paper investigates a method for increasing the involvement of marketing fourth year learners in academic research, by encouraging greater participation in, and commitment to, their research project in the Applied Marketing IV subject. It is assumed that greater involvement will result in a greater pass rate. The main reasons for this lack of interest were found to be a sense of incompetence and a lack of resources which were the main objectives of a research project. These objectives were addressed by using learner centered methodologies with the research method Action Research. This research method with the slow resolution of problems was used together with a teaching methodology whose objectives supported the resolution of the learners' inadequacies. Formative assessment was used at the start of the measuring of the learners' progress and was found useful with its quick and positive feedback in supporting the learners' confidence. An eClassroom was structured for the implementation of the Applied Marketing IV course. It was designed in such a way that it facilitated the learners' use of the more commonly used devices such as surfing the web, email and Internet over and above the chosen course material. Although it was not possible to complete the main intervention of the project it was possible to use the participants' experiences in the navigation of the course material in the eClassroom, to further develop future follow-up courses.

scholarly journals An Upper-Level Biology Course Designed to Develop Science Communication in STEM Majors by Examining the Biotechnology Industry

2020 ◽  
Vol 82 (6) ◽  
pp. 389-393
Author(s):  
Laura T. Laranjo ◽  
Chloe C. Greppi ◽  
Melissa S. Kosinski-Collins
Keyword(s):  
Undergraduate Students ◽  
Science Communication ◽  
Journal Club ◽  
Academic Research ◽  
Career Pathways ◽  
Science Careers ◽  
Stem Majors ◽  
Biology Students ◽  
Course Material ◽  
Upper Level

Many undergraduate students pursuing life science majors are not aware of job options outside of medicine and academic research, because many departments stress these as the only primary career pathways. In addition, biology students often do not have many opportunities to develop their science communication and presentation skills due to the rigorous course requirements inherent in these fields that would make them more competitive for careers in biotechnology. We developed a course using diverse pedagogies designed to introduce students to new careers in biotechnology, to help them understand the role of ethics in the drug development pipeline, and to incorporate more communication assignments, such as student presentations and journal-club-style paper discussions to more effectively prepare them for many STEM-based career possibilities. By the end of the course, students had broader knowledge of previously unknown science careers, had improved their scientific communication skills, and reported a greater understanding of course material as a result of the science communication assignments.

scholarly journals Profile of Distance Learners in the Open University of Sri Lanka

2018 ◽  
Vol 1 (1) ◽  
pp. 60
Author(s):  
Doluweera, D. G. S. K.
Keyword(s):  
Distance Education ◽  
Pilot Study ◽  
Sri Lanka ◽  
Peer Group ◽  
Distance Learners ◽  
Sample Population ◽  
Cronbach’S Alpha ◽  
Cronbach's Alpha ◽  
Learner Centered ◽  
Course Material

<p><em>Independent Sri Lanka has been making efforts ever since 1948 to expand the provision of educational opportunities to her citizenry. Several committees and commissions were set up for this purpose. There recommendations along with the deliberations at the higher levels of policy planning for the country have led to the introduction of several innovative practices in education. One such innovation is “distance education”. Conventional face-to-face education is teaching or teacher centered, while distance education is learning or learner centered. It is so because if education is to function as a means of social enlistment and democratization, it cannot but be learner centered. And again, if we accept education to be a life long activity, an activity that constantly engages learners in updating their information and skills, it has to be learner centered.</em></p><p><em>The objectives of the study were: identification of personal characteristics of the distance learners; investigation of the heterogeneity of the students; investigation of the salient trends between the success rates and the student personal and educational characteristics of Sri Lankan distance student population and Identification of the needs and aspirations of distance learners.</em></p><p><em>Therefore, a draft copy of a questionnaires were distributed to a pilot sample of 100 students selected at random from Degree programmes of 2012/2013 academic year. The responses of the student sample was obtained and served as a data source for the pilot study. The data set obtained from the pilot study was subjected to the Reliability analysis (Cronbach, 1951). The reliability coefficient, i.e., Cronbach’s alpha which indicates the suitability of the questionnaire for the purpose and the higher values (<em><em>Cronbach’s alpha</em> is more than </em>0.50) often considered as an acceptability of the questionnaire. The value obtained for the draft questionnaire was 97% (0.9692). T</em><em>he sample population<strong> </strong>included 1818 completed questionnaires.<strong> </strong>Most of the students were in the sample population were Buddhists 85%</em><em>.</em><em> Age limit of the students were 26-29 78%</em><em>.</em><strong><em> </em></strong><em>Female students exceed the male students 89%</em><em>.</em><em> Unmarried students exceeds the married students 76%</em><em>.</em><em> Most of the students were employed 86%</em><em>.</em><em> Their nature of employment was 56% private companies and 44% work in government departments.<strong> </strong>Most of the OUSL learners spend their own course fees that is 67%</em><em>.</em><em> The results obtained from this study is useful for the course developers and policy makers when developing courses and implementing policy decisions. When interviewing Students they requested to have study area to do group studies. During holidays in many regional and study centers, students do not have sufficient space to peer group interaction. The students have to be provided study areas and self-explanatory course material when the course material is self-explanatory, students can do their studies on their own. If not students have to be provided OER material as supplementary material. </em></p>

scholarly journals Kaizen in university teaching: continuous course improvement

2019 ◽  
Vol 10 (4) ◽  
pp. 975-991 ◽  
Author(s):  
Ingo Kregel
Keyword(s):  
Participation Rate ◽  
Teaching Quality ◽  
Course Evaluation ◽  
Course Evaluations ◽  
University Teaching ◽  
Course Quality ◽  
Content Type ◽  
Quality Feedback ◽  
Course Material

PurposeThe current evaluation standards in German higher education institutions (HEIs) do not often lead to measurable quality improvement. The purpose of this paper is to critically evaluate whether Kaizen can improve the quality of teaching. The presented concept illustrates the evaluation of each course unit to continuously encourage quality feedback from the learners and intensify the exchange with lecturers.Design/methodology/approachAction research is used to combine the continuous improvement philosophy of Kaizen with student course evaluations. A pilot study of the concept provides data from four course cycles to analyze learnings and setbacks.FindingsLearners in the pilot courses welcomed the intense participation and allowed improvements to elements such as course concept, course material, presentation style and content or detail selection. The participation rate declined during each term and was highly influenced by triggers like exam and grade relevance. Kaizen could successfully improve course quality, especially in the first two years of newly developed courses.Research limitations/implicationsThe presented results have been collected from one course over four years in one institution. The next stage of research would be the application of the approach in other institutions to validate results and make potential adjustments to the concept, for example, toward continuous learning.Originality/valueAlthough course evaluation has become standard in German HEIs, most institutions only implement it once per term or year. This paper discusses a new approach to expedite the evaluation of teaching quality at the point of action (Gemba) to facilitate the short-term reactions of lecturers.

Beaches, Temples, and Flying Proas

2020 ◽  
pp. 165-187
Author(s):  
Kirk Johnson ◽  
Heather Garrido ◽  
Alyssa Gordon ◽  
M. G. Remitera-Huavas ◽  
Artemia Perez ◽  
...  
Keyword(s):  
Higher Education ◽  
Active Learning ◽  
Learning Objectives ◽  
Classroom Setting ◽  
Learning Approaches ◽  
Years Of Experience ◽  
Learner Centered ◽  
Upper Level ◽  
The University ◽  
Learner Centered Pedagogy

Our mission at educators, teachers, professors, and yes, even guides and facilitators on the journey of knowledge and learning for students in higher education must be to strive each and every day to foster an environment within the classroom and even beyond its walls that seeks to empower the learners to take charge of their own learning and to endeavor to find approaches and strategies that most effectively contribute to the outcomes of stated learning objectives. In this chapter, the authors analyze five years of experience within the classroom setting in upper level sociology courses at the University of Guam. The experience centers around strategies and approaches in three broad areas of learner-centered pedagogy that include flipping the classroom, collaborative, and active learning approaches.

Modified use of team-based learning in an ophthalmology course for fifth-year medical students

2014 ◽  
Vol 38 (1) ◽  
pp. 46-48 ◽  
Author(s):  
Levent Altintas ◽  
Ozgul Altintas ◽  
Yusuf Caglar
Keyword(s):  
Medical Students ◽  
Teaching Methods ◽  
Time Allocation ◽  
Teaching Strategy ◽  
Traditional Teaching ◽  
Learner Centered ◽  
Traditional Teaching Methods ◽  
Team Based Learning ◽  
Class 1 ◽  
Short Time

Team-based learning (TBL) is an interactive and analytic teaching strategy. TBL is a learner-centered strategy that uses a very structured individual and group accountability process and requires small groups to work together to solve problems. This study served to investigate whether the TBL concept could be modified and adopted to the fifth-year cornea module of an ophthalmology course. Questionnaires (using a Likert scale of 1–5) were distributed to 169 fifth-year medical students attending the cornea module applied as TBL in an ophthalmology course. The questionnaire consisted of two categories: the TBL format (7 items) and an open-ended question about the class (1 item). Feedback was then evaluated. The majority of students felt that modified TBL sessions were better at fulfilling learning objectives (121 students, 71.59%), enabled better understanding (134 students, 79.28%), were more interesting (146 students, 86.39%), ensured greater student participation (123 students, 72.78%), and involved greater effort on the part of students (148 students, 87.57%) compared with traditional teaching methods. Most of the students (129 students, 76.33%) agreed that more such sessions should be organized in the future. In conclusion, after adjustments to improve weaknesses, such as the short time allocation and students' lack of prior background, the outcomes of this modified TBL approach on the cornea module of an ophthalmology course provide a good basis for its continuation.

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