Outcomes of Implementing Team-Based Learning (TBL): The Experiences of UK Educators

  • Michael Nelson Drake University
  • Simon Tweddell University of Bradford

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.

Author Biographies

Michael Nelson, Drake University

Michael Nelson is Assistant Dean for Student Affairs and Enrollment Management and a team-based learning consultant-trainer. This research was completed while he was Chair and Associate Professor of Pharmaceutical Sciences at Regis University, Denver, Colorado, United States.

Simon Tweddell, University of Bradford

Simon Tweddell is a Senior Lecturer in Pharmacy Practice at the University of Bradford, a National Teaching Fellow, and a team-based learning consultant-trainer.

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Published
2020-03-09
How to Cite
Nelson, M., & Tweddell, S. (2020). Outcomes of Implementing Team-Based Learning (TBL): The Experiences of UK Educators. Student Engagement in Higher Education Journal, 3(1), 198-212. Retrieved from https://sehej.raise-network.com/raise/article/view/954
Section
Case studies/Practice Pieces