The readiness assurance process in online team‐based learning classrooms

Dorius, Cassandra; Madeka, Kajal; Bender, Holly; Johnson, J.; Gillette, Meghan T.; Chapman, John E.

doi:10.1002/tl.20434

Cited by 8 publications

(4 citation statements)

References 15 publications

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“…The length of the module is context specific and will likely vary, ranging between 1 and 3 weeks. The essential elements of TBL (Michaelsen & Sweet, 2008) and best practices for online TBL (Clark et al, 2018) were incorporated in the IO-TBL model and are referenced parenthetically below; see the first chapters within this volume (Clark et al, 2021;Dorius et al, 2021, Dorneich et al, 2021Brown et al, 2021) for an overview of the best practices for online TBL and associated acronyms and numbers.…”

Section: Overview Of Io-tblmentioning

confidence: 99%

“…The first four chapters of this volume (Clark et al, 2021;Dorius et al, 2021, Dorneich et al, 2021Brown et al, 2021) present best practices for online TBL in an effort to maintain the integrity of the approach that has proven effective in face-to-face courses. These chapters focus on how the principles of TBL are applied in asynchronous online courses, where students are not required to meet in real-time virtual spaces, and in synchronous courses where students interact in virtual classroom spaces.…”

Section: Introductionmentioning

confidence: 99%

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Integrated online team‐based learning: Using synchronous engagement and asynchronous flexibility to implement TBL online

Parrish

Williams

Estis

2021

New Drctns for Teach & Learn

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Section: Overview Of Io-tblmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Integrated online team‐based learning: Using synchronous engagement and asynchronous flexibility to implement TBL online

Parrish

Williams

Estis

2021

New Drctns for Teach & Learn

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“…TBL implementation in F2F contexts is well-documented in the literature, , yet there have been few reports of TBL in online contexts until recently. − As mentioned earlier, the rapid transition of TBL from F2F to online during the COVID-19 pandemic made it impossible to design a tightly controlled study to truly document effects on student learning. The insights gleaned through this process, however, may be useful to others interested in implementing TBL.…”

Section: Considerationsmentioning

confidence: 99%

Adapting Team-Based Learning for an Online Biochemistry Course

2022

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Team-based learning (TBL) is a research-based instructional practice (RBIP) shown to increase students’ content knowledge, class engagement, motivation, and science self-efficacy. After several years of using TBL in an upper-division biochemistry course and noting the same positive effects, we were hesitant to abandon TBL when forced to consider options for teaching online during the COVID-19 pandemic. There was little published research to inform efforts to adapt TBL for online instruction. But, by carefully considering the critical components of TBL it was possible to anticipate the potential challenges an online environment would present. In this paper, we describe how we created an online facsimile of the in-person TBL experience by prioritizing student–student and student–instructor interactions and present student performance data that suggest that learning outcomes were similar in both the online and face-to-face course offerings. Finally, we contribute to the TBL literature by reporting our challenges (e.g., keeping groups on similar pace) in implementing TBL in the online space and our efforts to minimize these obstacles (e.g., rotating through breakout groups, broadcasting messages). This work provides guidance for anyone considering online use of TBL, particularly instructors who might be concerned about pacing of activities or promoting positive team dynamics, or researchers who plan to systematically study the efficacy of TBL in the online environment. More broadly, this report supports the call for instructors and researchers to collectively consider how RBIPs can be adapted and leveraged to design more robust, effective online instruction.

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“…From the administrators’ perspective, besides encountering similar issues to educators, administrators face further difficulties in keeping up with the sudden changes in the entire educational institution (Mishra et al, 2020). The shift from onsite to online learning has delivered a disruptive event that requires more effort from administrators (Dorius et al, 2021). Although administrators do not directly get involved in lecture delivery, their responsibility to make the institutions float is indispensable.…”

Section: Literature Reviewmentioning

confidence: 99%

Digital transformation in higher education from online learning perspective: A comparative study of Singapore and Vietnam

Nguyen‐Anh

Nguyen

Tran-Phuong

et al. 2022

Policy Futures in Education

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Digital transformation has been inevitable in all socio-economic fields, including higher education. Recently, under the burden of the COVID-19 pandemic, many universities have to change their entire teaching systems to online learning to ensure their students' learning is not interrupted. Thus, it is essential to study how universities’ students, educators, and administrators perceive online learning in different countries. To this aim, this study investigates the factors affecting university members' preference for online learning in Singapore and Vietnam. Using a cross-country sample with a sound theoretical framework of the Technology Acceptance Model (TAM), we found that each member group in the university was influenced by a different weight of factors. Specifically, students' preference for online learning is most affected by their technical skills. Meanwhile, educators and administrators are influenced mainly by the perceived usefulness of online learning and practice conditions, respectively. We further conducted multi-group testing and confirmed the certain separation in online learning preferences of observed objects between the two countries. Overall, this paper enriches the literature on online education, and has important implications for educational policymakers and university stakeholders both during and after the pandemic.

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The readiness assurance process in online team‐based learning classrooms

Cited by 8 publications

References 15 publications

Integrated online team‐based learning: Using synchronous engagement and asynchronous flexibility to implement TBL online

Integrated online team‐based learning: Using synchronous engagement and asynchronous flexibility to implement TBL online

Adapting Team-Based Learning for an Online Biochemistry Course

Digital transformation in higher education from online learning perspective: A comparative study of Singapore and Vietnam

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