Classroom versus online team-based learning: effects on students' learning and performance
Purpose: To date, we know little about the impact of responsive shifts from conventional to remote learning during the Covid-19 pandemic on student outcomes. If learning suffered, this may potentially have significant negative effects on students’ knowledge and skills acquisition hence eventually im...
| Main Authors: | , , |
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| Other Authors: | |
| Format: | Journal Article |
| Language: | English |
| Published: |
2023
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| Subjects: | |
| Online Access: | https://hdl.handle.net/10356/170807 |
| _version_ | 1811693583558770688 |
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| author | Cleland, Jennifer A. Ng, Kian Bee Rotgans, Jerome I. |
| author2 | Lee Kong Chian School of Medicine (LKCMedicine) |
| author_facet | Lee Kong Chian School of Medicine (LKCMedicine) Cleland, Jennifer A. Ng, Kian Bee Rotgans, Jerome I. |
| author_sort | Cleland, Jennifer A. |
| collection | NTU |
| description | Purpose: To date, we know little about the impact of responsive shifts from conventional to remote learning during the Covid-19 pandemic on student outcomes. If learning suffered, this may potentially have significant negative effects on students’ knowledge and skills acquisition hence eventually impacting the overall quality of our doctors and the care they provide. To address this gap in knowledge, we investigated the impact of switching from classroom team-based learning (cTBL) to online TBL (oTBL) on medical student performance in class tests and end-of-year examinations. Methods: Our participants were 137 second-year medical students who had cTBL experience prior to the shift to oTBL. We held the structure, activities and organisation of TBL constant. The only difference was that oTBL students engaged virtually while cTBL students met in person. We examined if there were differences between cTBL and oTBL in terms of individual (iRA) and team performance (tRA) in class and end-of-year exam scores. Our educational focus was the female reproductive system. We also examined the mean iRA and tRA scores for all modules. Analysis was via repeatedmeasures ANOVA. Results: There was a statistically significant difference between cTBL and oTBL groups’ iRA, tRA and specific exam items for female reproductive knowledge. Similarly, when we looked at year 2 teaching more generally, students scored significantly higher on the iRAs and exam items that were taught by means of oTBL compared to cTBL. Discussion: During a time of educational disruption, shifting a highly structured instructional design from the classroom to online, while keeping all other factors constant, maintained learning outcomes. This reassurance of the effectiveness in respect of student learning opens the door for further research to explore the educational, social and interactional processes of both face-to-face and online TBL |
| first_indexed | 2024-10-01T06:53:59Z |
| format | Journal Article |
| id | ntu-10356/170807 |
| institution | Nanyang Technological University |
| language | English |
| last_indexed | 2024-10-01T06:53:59Z |
| publishDate | 2023 |
| record_format | dspace |
| spelling | ntu-10356/1708072023-10-15T15:38:35Z Classroom versus online team-based learning: effects on students' learning and performance Cleland, Jennifer A. Ng, Kian Bee Rotgans, Jerome I. Lee Kong Chian School of Medicine (LKCMedicine) Science::Medicine Analysis of Variance Female Genital System Purpose: To date, we know little about the impact of responsive shifts from conventional to remote learning during the Covid-19 pandemic on student outcomes. If learning suffered, this may potentially have significant negative effects on students’ knowledge and skills acquisition hence eventually impacting the overall quality of our doctors and the care they provide. To address this gap in knowledge, we investigated the impact of switching from classroom team-based learning (cTBL) to online TBL (oTBL) on medical student performance in class tests and end-of-year examinations. Methods: Our participants were 137 second-year medical students who had cTBL experience prior to the shift to oTBL. We held the structure, activities and organisation of TBL constant. The only difference was that oTBL students engaged virtually while cTBL students met in person. We examined if there were differences between cTBL and oTBL in terms of individual (iRA) and team performance (tRA) in class and end-of-year exam scores. Our educational focus was the female reproductive system. We also examined the mean iRA and tRA scores for all modules. Analysis was via repeatedmeasures ANOVA. Results: There was a statistically significant difference between cTBL and oTBL groups’ iRA, tRA and specific exam items for female reproductive knowledge. Similarly, when we looked at year 2 teaching more generally, students scored significantly higher on the iRAs and exam items that were taught by means of oTBL compared to cTBL. Discussion: During a time of educational disruption, shifting a highly structured instructional design from the classroom to online, while keeping all other factors constant, maintained learning outcomes. This reassurance of the effectiveness in respect of student learning opens the door for further research to explore the educational, social and interactional processes of both face-to-face and online TBL Published version 2023-10-11T04:29:40Z 2023-10-11T04:29:40Z 2022 Journal Article Cleland, J. A., Ng, K. B. & Rotgans, J. I. (2022). Classroom versus online team-based learning: effects on students' learning and performance. Health Professions Education, 8(1), 9-16. https://dx.doi.org/10.55890/2452-3011.1015 2452-3011 https://hdl.handle.net/10356/170807 10.55890/2452-3011.1015 2-s2.0-85137632817 1 8 9 16 en Health Professions Education © 2022 Association of Medical Education in the Eastern Mediterranean Region (AMEEMR). This an open-access article distributed under the terms of the Creative Commons License. application/pdf |
| spellingShingle | Science::Medicine Analysis of Variance Female Genital System Cleland, Jennifer A. Ng, Kian Bee Rotgans, Jerome I. Classroom versus online team-based learning: effects on students' learning and performance |
| title | Classroom versus online team-based learning: effects on students' learning and performance |
| title_full | Classroom versus online team-based learning: effects on students' learning and performance |
| title_fullStr | Classroom versus online team-based learning: effects on students' learning and performance |
| title_full_unstemmed | Classroom versus online team-based learning: effects on students' learning and performance |
| title_short | Classroom versus online team-based learning: effects on students' learning and performance |
| title_sort | classroom versus online team based learning effects on students learning and performance |
| topic | Science::Medicine Analysis of Variance Female Genital System |
| url | https://hdl.handle.net/10356/170807 |
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