Getting started with team-based learning (TBL): An introduction

Philip J. Ruder · Mark Maier · Scott Simkins

43 citations0/0 files storedThe Journal of Economic Education

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Problem and Project Based Learning Innovative Teaching and Learning Methods Innovative Teaching Methods

Abstract

Instructors of active-learning classes in economics face the challenges of motivating students to prepare before class and engaging fully in class activities. Team-based learning (TBL) pedagogy meets these challenges by (1) placing students in fixed, instructor-created teams that develop the ability to work productively together, (2) holding students accountable to the instructor and their teammates both for their efforts to prepare before class and for their ability to interact constructively with teammates, and (3) presenting learning activities in a highly-structured course format that provides students multiple opportunities to express their understanding and receive feedback from peers. The authors of this article describe how the elements of TBL courses work in concert to motivate student out-of-class preparation and in-class engagement to increase student learning of economics.

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2014Active learning increases student performance in science, engineering, and mathematics 2020Active learning narrows achievement gaps for underrepresented students in undergraduate science, technology, engineering, and math 2004Team-Based Learning: A Transformative use of Small Groups in College Teaching 2011Increased Structure and Active Learning Reduce the Achievement Gap in Introductory Biology 2014Cooperative Learning: Improving University Instruction by Basing Practice on Validated Theory.2014Getting Under the Hood: How and for Whom Does Increasing Course Structure Work?2011Increased Course Structure Improves Performance in Introductory Biology 2014Large-scale comparison of science teaching methods sends clear message

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