Team-Based Learning: Perceptions Of Instructors And Students In Thai Universities

Abstract

The purpose of the study reported on in this paper was to identify and compare instructors and students perceptions of Team-Based Learning (TBL). Participants were 270 instructors and 288 fourth year students from the faculties of Industrial Education at six universities in Bangkok. The data were analyzed using factor analysis and structural equation modeling with LISRELTM. Results indicated that both instructors and students agreed on the importance of two factors in TBL: Active Learning and Authentic Assessment. Students were significantly more likely to favor The Value of Team. Instructors were significantly more likely to value the importance of Instructional Design for TBL.

Educational Environments for Students’ Organizational Learning

“…According to McInnis (2001), students identify themselves as members of an academic community through collaborative learning experiences with other students. Therefore, it is essential for students to have common activities because students, according to Sovajassatakul et al (2011), experience the effect of the 'social glue' when they act or spend time together. Unfortunately, as Richtnér, Åhlström and Goffin (2014) have found, project teams usually lack time for socialization processes.…”