Definition:
Team-based learning (TBL) stands as a proven collaborative educational approach centered on instructional units termed modules. These modules follow a sequential three-step process: initial preparation, in-class assessment to ensure readiness, and targeted practical exercises to apply the knowledge. Typically, a class revolves around a single module (Team-based Learning Collaborative, n.d.).
TBL focuses on small-group learning. “Students are organized strategically into diverse teams of 5-7 students that work together throughout the class” (Vanderbilt, 2013, para. 1).
Preparation Prior to Class:
Before the class or module commences, students are required to go through preparatory resources. These resources can encompass text, visuals, or other forms of content, all tailored to suit the students’ capabilities and the nature of the course (Team-based Learning Collaborative, n.d.). Since the students’ first brush with the target concepts takes place outside the classroom, TBL constitutes a form of flipped learning (Iowa State, n.d.).
In-class Steps:
During the initial session of the module, students engage in a learning activity known as the “Readiness Assurance Process” or RAP. Students begin by taking a test independently, referred to as the “Individual Readiness Assurance Test” or iRAT (Vanderbilt, 2013).
Following the iRAT, students take the same test within their groups, termed the “group Readiness Assurance Test” or gRAT. Both the individual and group performances are factored into the student’s overall grades. These tests typically comprise multiple-choice questions, and the group assessment often involves using a sheet for self-scoring. This approach reduces grading time and encourages students to discuss the correct answers collaboratively (Vanderbilt, 2013).
After completion of the group test, the instructor urges teams to contest questions they answered incorrectly. This appeals procedure prompts students to revisit the content, assess their comprehension, and justify their chosen responses. To wrap up the Readiness Assurance Process, the instructor delivers a lesson or lecture concentrating on the concepts that posed the greatest challenges for students (Vanderbilt, 2013).
The Four Principles of TBL
The implementation of TBL is founded upon four foundational principles:
- Effective grouping is essential (for instance, ensuring balanced intellectual abilities within groups), and these teams remain consistent throughout the entire course.
- Students are responsible for their pre-learning preparation and collaborative work within teams.
- Assignments given to teams should facilitate both learning and the development of teamwork.
- Regular and immediate feedback should be provided to students.
Since its inception in the 1970s, TBL has been extensively studied, and a significant body of research has explored its theoretical foundations. The discoveries from these studies are integrated into numerous TBL introductory and advanced textbooks for practitioners of varying experience levels (Team-based Learning Collaborative, n.d.).
References
Team-based Learning Collaborative. (n.d.). Overview. http://www.teambasedlearning.org/definition/
Iowa State University. Center for Excellence in Learning and Teaching. (n.d.). Team-based learning.
Vanderbilt University. Center for Teaching. (2013). Team-based learning. https://cft.vanderbilt.edu/guides-sub-pages/team-based-learning/