Experiences with team-based learning in an introductory bachelor course on sustainability
ABSTRACTTeam-based learning (TBL) is a structured form of collaborative learning that is particularly beneficial in courses where students are expected to understand a significant amount of information to answer complex questions. Here we evaluate the implementation of TBL in a second-year undergrad...
| Main Authors: | , , , , , , , , , |
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| Format: | Article |
| Language: | English |
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Taylor & Francis Group
2022-12-01
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| Series: | Journal of Integrative Environmental Sciences |
| Subjects: | |
| Online Access: | https://www.tandfonline.com/doi/10.1080/1943815X.2022.2108460 |
| _version_ | 1811201616634707968 |
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| author | Mark A. J. Huijbregts Steef Hanssen Nicole Derks Frank Collas Ilse Erich Rob S.E.W. Leuven Ad M.J. Ragas Aafke M. Schipper Jacqueline A. Vos Fanny Huijbregts-Verheyden |
| author_facet | Mark A. J. Huijbregts Steef Hanssen Nicole Derks Frank Collas Ilse Erich Rob S.E.W. Leuven Ad M.J. Ragas Aafke M. Schipper Jacqueline A. Vos Fanny Huijbregts-Verheyden |
| author_sort | Mark A. J. Huijbregts |
| collection | DOAJ |
| description | ABSTRACTTeam-based learning (TBL) is a structured form of collaborative learning that is particularly beneficial in courses where students are expected to understand a significant amount of information to answer complex questions. Here we evaluate the implementation of TBL in a second-year undergraduate sustainability course. The course introduces structured and quantitative approaches for analysing human impacts on the natural environment. It consists of four learning units each focusing on a specific environmental issue, such as climate change and habitat loss. Teams of 5–6 students are formed at the beginning of the course. Each learning unit starts with individual pre-class preparation followed by a readiness assurance process. The remainder of the learning unit consists of assignments that require students to apply what they learned to environmental problems. In the peer evaluation, the students assess team members on their contribution to the team activities. The exam pass rates have been consistently high (> 82%) since we implemented TBL in 2016. The students’ appreciation of TBL increased over time, with 90% of respondents rating the added educational value of TBL as satisfactory or better in 2019. Teachers value the active participation of the students. Students repeatedly mentioned that they highly appreciate the collaboration in a team, increased both engagement and motivation. TBL’s biggest challenge is the facilitation of the discussions during the application sessions and making sure that the discussions remain concise while maintaining sufficient depth. TBL is now also implemented in other courses with structural attention to the development of collaborative skills. |
| first_indexed | 2024-04-12T02:23:27Z |
| format | Article |
| id | doaj.art-99efc92f4f7c4d279b218734fd890194 |
| institution | Directory Open Access Journal |
| issn | 1943-815X 1943-8168 |
| language | English |
| last_indexed | 2024-04-12T02:23:27Z |
| publishDate | 2022-12-01 |
| publisher | Taylor & Francis Group |
| record_format | Article |
| series | Journal of Integrative Environmental Sciences |
| spelling | doaj.art-99efc92f4f7c4d279b218734fd8901942022-12-22T03:52:03ZengTaylor & Francis GroupJournal of Integrative Environmental Sciences1943-815X1943-81682022-12-0119112113910.1080/1943815X.2022.2108460Experiences with team-based learning in an introductory bachelor course on sustainabilityMark A. J. Huijbregts0Steef Hanssen1Nicole Derks2Frank Collas3Ilse Erich4Rob S.E.W. Leuven5Ad M.J. Ragas6Aafke M. Schipper7Jacqueline A. Vos8Fanny Huijbregts-Verheyden9Radboud Institute for Biological and Environmental Sciences, Radboud University, Nijmegen, The NetherlandsRadboud Institute for Biological and Environmental Sciences, Radboud University, Nijmegen, The NetherlandsEducation Institute, Faculty of Science, Radboud University, Nijmegen, The NetherlandsRadboud Institute for Biological and Environmental Sciences, Radboud University, Nijmegen, The NetherlandsSchola Medica, Educational center for emergency care, Utrecht, The NetherlandsRadboud Institute for Biological and Environmental Sciences, Radboud University, Nijmegen, The NetherlandsRadboud Institute for Biological and Environmental Sciences, Radboud University, Nijmegen, The NetherlandsRadboud Institute for Biological and Environmental Sciences, Radboud University, Nijmegen, The NetherlandsAmsterdam UMC, location University of Amsterdam, Teaching and Learning Centre, Amsterdam, the NetherlandsRadboudumc Health Academy, Nijmegen, The NetherlandsABSTRACTTeam-based learning (TBL) is a structured form of collaborative learning that is particularly beneficial in courses where students are expected to understand a significant amount of information to answer complex questions. Here we evaluate the implementation of TBL in a second-year undergraduate sustainability course. The course introduces structured and quantitative approaches for analysing human impacts on the natural environment. It consists of four learning units each focusing on a specific environmental issue, such as climate change and habitat loss. Teams of 5–6 students are formed at the beginning of the course. Each learning unit starts with individual pre-class preparation followed by a readiness assurance process. The remainder of the learning unit consists of assignments that require students to apply what they learned to environmental problems. In the peer evaluation, the students assess team members on their contribution to the team activities. The exam pass rates have been consistently high (> 82%) since we implemented TBL in 2016. The students’ appreciation of TBL increased over time, with 90% of respondents rating the added educational value of TBL as satisfactory or better in 2019. Teachers value the active participation of the students. Students repeatedly mentioned that they highly appreciate the collaboration in a team, increased both engagement and motivation. TBL’s biggest challenge is the facilitation of the discussions during the application sessions and making sure that the discussions remain concise while maintaining sufficient depth. TBL is now also implemented in other courses with structural attention to the development of collaborative skills.https://www.tandfonline.com/doi/10.1080/1943815X.2022.2108460TBLactive learningreadiness assurance testsdriver-pressure-state-impact-response (DPSIR) frameworkpeer feedbackproblem-based learning |
| spellingShingle | Mark A. J. Huijbregts Steef Hanssen Nicole Derks Frank Collas Ilse Erich Rob S.E.W. Leuven Ad M.J. Ragas Aafke M. Schipper Jacqueline A. Vos Fanny Huijbregts-Verheyden Experiences with team-based learning in an introductory bachelor course on sustainability Journal of Integrative Environmental Sciences TBL active learning readiness assurance tests driver-pressure-state-impact-response (DPSIR) framework peer feedback problem-based learning |
| title | Experiences with team-based learning in an introductory bachelor course on sustainability |
| title_full | Experiences with team-based learning in an introductory bachelor course on sustainability |
| title_fullStr | Experiences with team-based learning in an introductory bachelor course on sustainability |
| title_full_unstemmed | Experiences with team-based learning in an introductory bachelor course on sustainability |
| title_short | Experiences with team-based learning in an introductory bachelor course on sustainability |
| title_sort | experiences with team based learning in an introductory bachelor course on sustainability |
| topic | TBL active learning readiness assurance tests driver-pressure-state-impact-response (DPSIR) framework peer feedback problem-based learning |
| url | https://www.tandfonline.com/doi/10.1080/1943815X.2022.2108460 |
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