2 Increasing student engagement in their learning through active collaborative l
2 Increasing student engagement in their learning through active collaborative learning
Uwe Richter and Rachel Berkson
Introduction
This chapter provides an overview of scaling up and evaluating Team-Based Learning (TBL) as an active collaborative learning approach at Anglia Ruskin University (ARU) over three academic years (2015 to 2018). After an introduction to the institutional and UK Higher Education context and the rationale for introducing TBL at ARU, the chapter discusses the evaluation as part of an Office for Student (OfS) Catalyst Project, including methodology, results and concluding with recommendations.
What is TBL?
According to Sweet (2010), TBL is a
special form of small group learning using a specific sequence of individual work, group work, and immediate feedback to create a motivational framework in which students increasingly hold each other accountable for coming to class prepared and contributing to discussion (2010: 6)
TBL is an active learning methodology suitable for a range of disciplines, and one, which can readily be understood and adopted by teachers (Morris, 2016). It provides a flexible framework into which other pedagogies can be incorporated, such as problem-based learning, enquiry-based learning, for example. It offers rich formative feedback throughout a course (called programme elsewhere), from peers within each team and across teams, as well as from tutors.
TBL is a structured approach, which combines flipped or inverted learning with team-based in-class activities. Materials are provided to guide independent pre-class learning, covering the core concepts, theories and models for the topic. Pre-class learning is assessed via the Readiness Assurance Process, which involves both individual (iRAT) and team (tRAT) multiple choice tests followed by tutor feedback to address gaps and misconceptions identified by the tests. Teams then carry out activities in which they apply concepts and theories to practice (Application Exercises). These activities use what is called the 4S approach where the activity tackles a Significant problem; teams work on the Same problem; make a Specific choice; and report their results Simultaneously. The tutor strategically assigns students to teams at the beginning of a module or programme which remain constant throughout the semester/year.
TBL was initially developed by Larry Michaelsen in the late 1970s as a response to the need to move from small to large group teaching. TBL became more established in the 1990s and spread worldwide as well as from predominately business-related disciplines and medical and related areas to other subjects (Michaelsen et al., 2002).
TBL caters for ARU’s mission to support a diverse student body and increase attendance, participation and engagement. It does this through the accountability to teams, the use of frequent summative tests of pre-class learning (i.e. iRAT/tRAT), followed by authentic learning activities supporting active and deep learning (Micha