Integrating group awareness into team-based learning

IF 5.1 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Journal of Computer Assisted Learning Pub Date : 2024-08-26 DOI:10.1111/jcal.13058

Jian-Wei Lin, Hong-Ren Chen

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Abstract

Background

Team-based learning (TBL) is a widely recognised pedagogical strategy used in diverse fields and courses. Despite the success of TBL, certain concerns have arisen regarding social loafing within group collaboration contexts; this loafing can reduce the overall effectiveness of learning.

Objectives

This study addressed the aforementioned concerns by integrating group awareness (GA) information into each stage of TBL, resulting in a TBL + GA system designed to enhance TBL instruction. During online collaborative learning, GA information provides insights into the activities completed by peers and thus the peers' preparedness and achievement; this knowledge fosters motivation, participation, and reflection.

Methods

A quasiexperiment was performed with students from two freshman classes (40 and 41 students, respectively) in a Taiwanese university; the control and experimental classes used the TBL only and TBL + GA systems, respectively. Student learning effort was evaluated in terms of preclass preparation, including the use of learning materials and online test scores. Learning achievement was evaluated by assessing the quality of students' assignments. Student feedback, including peer evaluations and students' perceptions of their TBL experience, was collected and compared for the two classes.

Results and Conclusions

The TBL + GA system significantly enhanced the preclass preparation efforts of the participants, mitigating social loafing. This improvement manifested as higher practice engagement and better online assessment scores. The TBL + GA system also improved assignment quality and elicited more constructive and positive peer feedback.

Implications

Integrating GA information into each stage of TBL may positively affect the effectiveness of instruction. The proposed TBL + GA system can serve as a practical model for instructors seeking to enhance TBL implementation and foster a more engaging and constructive learning environment.

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将团体意识融入团队学习

背景基于团队的学习（TBL）是一种广受认可的教学策略，被广泛应用于各个领域和课程中。尽管 TBL 取得了成功，但在小组协作中出现的社会闲散现象也引起了人们的关注；这种闲散现象会降低学习的整体效果。本研究通过将小组意识（GA）信息整合到 TBL 的每个阶段来解决上述问题，从而形成了一个旨在加强 TBL 教学的 TBL + GA 系统。在在线协作学习过程中，GA 信息提供了对同伴所完成活动的洞察力，从而了解同伴的准备情况和成绩；这些知识促进了学习动机、参与和反思。方法在台湾一所大学的两个大一班级（分别有 40 名和 41 名学生）的学生中进行了一项准实验，对照班和实验班分别使用了 TBL 系统和 TBL + GA 系统。学生的学习努力通过课前准备进行评估，包括学习材料的使用和在线测试成绩。学习成绩通过评估学生的作业质量来评价。收集并比较了两个班级的学生反馈，包括同学评价和学生对 TBL 体验的看法。结果与结论 TBL + GA 系统大大加强了学员的课前准备工作，减少了社交闲散现象。这种改进表现为更高的练习参与度和更好的在线评估分数。TBL + GA 系统还提高了作业质量，并获得了更具建设性的积极同伴反馈。启示将性别问题信息整合到 TBL 的每个阶段可能会对教学效果产生积极影响。建议的 TBL + GA 系统可作为一个实用模型，供寻求加强 TBL 实施和营造更有吸引力和建设性学习环境的教师使用。

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来源期刊

Journal of Computer Assisted Learning EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

9.70

自引率

6.00%

发文量

116

期刊介绍： The Journal of Computer Assisted Learning is an international peer-reviewed journal which covers the whole range of uses of information and communication technology to support learning and knowledge exchange. It aims to provide a medium for communication among researchers as well as a channel linking researchers, practitioners, and policy makers. JCAL is also a rich source of material for master and PhD students in areas such as educational psychology, the learning sciences, instructional technology, instructional design, collaborative learning, intelligent learning systems, learning analytics, open, distance and networked learning, and educational evaluation and assessment. This is the case for formal (e.g., schools), non-formal (e.g., workplace learning) and informal learning (e.g., museums and libraries) situations and environments. Volumes often include one Special Issue which these provides readers with a broad and in-depth perspective on a specific topic. First published in 1985, JCAL continues to have the aim of making the outcomes of contemporary research and experience accessible. During this period there have been major technological advances offering new opportunities and approaches in the use of a wide range of technologies to support learning and knowledge transfer more generally. There is currently much emphasis on the use of network functionality and the challenges its appropriate uses pose to teachers/tutors working with students locally and at a distance. JCAL welcomes: -Empirical reports, single studies or programmatic series of studies on the use of computers and information technologies in learning and assessment -Critical and original meta-reviews of literature on the use of computers for learning -Empirical studies on the design and development of innovative technology-based systems for learning -Conceptual articles on issues relating to the Aims and Scope