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Outcomes of implementing Team-Based Learning (TBL): the experiences of UK educators
Nelson, M.
Nelson, M.
Publication Date
2020-05
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© 2020 The Authors. Reproduced in accordance with the publisher's self-archiving policy. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (https://creativecommons.org/licenses/by/3.0/) that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
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Yes
Open Access status
openAccess
Accepted for publication
2020-03-06
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Abstract
Team-Based Learning (TBL) is a collaborative learning model that refocuses classroom time to solving relevant problems instead of dispensing information. This is accomplished by a pre-class readiness assurance process that promotes accountability to self-directed learning and teamwork. While research related to the student experience with TBL is present in the literature, there is a relative lack of research published on the experiences of academic staff with TBL. Using a qualitative approach and a semi-structured interview format, this study explored the experiences of 26 academic staff in the UK who implemented TBL using a semi-structured interview format. Thematic analysis of interview text yielded five themes related to curriculum design, student outcomes, and the professional development of academic staff.
Version
Published version
Citation
Nelson M and Tweddell S (2020) Outcomes of implementing Team-Based Learning (TBL): the experiences of UK educators. 3(1): 198-212.
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Article