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In order to guide educators step‐by‐step through an orientation process for an online team‐based learning (TBL) course, this chapter describes principles for creating an orientation module for an online higher education course that employs online delivery following both standards from the Quality Matters Rubric for Higher Education and essential elements from TBL.

As distance education continues to expand within the United States so does the amount of faculty concern in regard to student cheating. The purpose of this paper was to explore the concept of eCheating in web-based course environments and review the need for and the types of alternative assessments found in these environments. This paper will also include potential proactive measures that professors may employ to be better prepared for instances of eCheating. Furthermore, assessment measures and distance learning theories will be analyzed to determine successful electronic assessments and instructional design components required for effective web-based courses.

This chapter describes best practices for adapting traditional, face‐to‐face, team‐based learning principles to develop online application exercise design, support effective facilitation, and use appropriate technology to promote effective online team collaboration. The unique challenges of online TBL applications include maintaining effective team collaboration, discussion facilitation, and simultaneous reporting. A framework is proposed to guide practitioners to make appropriate, systematic choices in the development of online TBL applications.

This paper provides an account of the pilot and first year of a university improvement initiative, developed in response to a reaffirmation mandate from the Southern Association of Colleges and Schools Commission on Colleges. The initiative focused on increasing student retention and enhancing learning through the campus‐wide use of team‐based learning (TBL) (Michaelsen, Knight, & Fink, 2004). The strategy used in implementing the initiative was based on a conceptual framework created from the integration of E. M. Rogers’ Diffusion of Innovation theory (2003), J. P. Kotter's Leading Change strategies (1996), and T. Littman's Planning Principles and Practices (2013). To date, the initiative appears to have been very successful in terms of both faculty involvement and improvements in student outcomes. A total of 11 faculty participated in the pilot year. In year 1, that number increased to 60 and based on current enrollment, that number will be approximately 150 in year 2. Assessment data indicate that for both the pilot and year 1, using TBL resulted in significant gains in student persistence and a wide variety of learning outcomes.