Ashall, Wendy (2019) A toe in the water, or beware the under-toad: assessing the benefits and pitfalls of TBL-light. In: Garnham, Wendy, Betts, Tabb, Oprandi, Paolo, Ashall, Wendy, Kirby, Jill, Steinberg, Margarita, Taylor, Heather and Walden, Victoria (eds.) Disrupting traditional pedagogy: active learning in practice. University of Sussex, University of Sussex, pp. 107-134. ISBN 9780995786240

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Abstract

Team-based learning is a highly-structured method of teaching and learning, in which learners work in stable groups to deepen their understanding of taught materials. Team-based learning is more structured than other peer-focussed active learning approaches but shares features with the evidence-based framework. A wide range of claims have been made in the literature regarding its efficacy, improved learning outcomes, increased levels of student engagement and participation, employability skills, improved critical thinking, and decreased ‘social loafing’. However, its suitability has not yet been assessed for foundation year teaching, those students with learning needs, or for those with disabilities or mental health issues such as anxiety. A mixed picture also emerges regarding whether team-based learning leads to improved student satisfaction. This chapter provides a ‘how to’ guide for practitioners interested in trialling a modified form of team-based learning (TBL-light), combined with the audience participation application Poll Everywhere. It also explores how we might assess the suitability of this approach for foundation teaching, based on the data available to a practitioner. It concludes that a mixed picture emerges from attendance and grade data and from student feedback, so planning whether to continue with the approach is problematic.

Item Type:	Book Section
Schools and Departments:	School of Global Studies > Anthropology
Research Centres and Groups:	Centre for Teaching and Learning Research
Related URLs:	Publisher
Depositing User:	Wendy Ashall
Date Deposited:	14 Jun 2019 11:25
Last Modified:	25 Jun 2019 13:45
URI:	http://sro.sussex.ac.uk/id/eprint/84297

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