Abstract
Team-based learning (TBL) is an instructional approach invented twenty years ago (Michaelsen, Knight & Fink, 2002) that “uses small groups extensively but sets up a particular sequence of activities that transforms groups into teams and then uses the extraordinary capabilities of teams to accomplish a high level of content and application learning” (Fink, 2003, p. 132). To better prepare my MBA students as an interdependent as well as an independent learner, I have initiated a pilot to introduce TBL in a core course (Client-based Research Methods). This came in response to management educators’ call for enriching the instructional strategies to bolster relevance to managerial realities that demand teamwork and lifelong learning more than ever. The presentation is about the pilot taken in the past two years, featuring the outcomes in term of evidences for student learning, and the theoretical and empirical underpinning of TBL. Evidences for student learning will be presented, in terms of individuals' efficacy in teamwork (Eby & Dubbins, 1997) and self-direction in learning (Cheng, Kuo, Lin & Lee-Hsieh, 2010) measured at the beginning and near-the-end of the piloted classes, as well as the course performances of the cohorts before and after the piloted approach was in place. The evidences (and the lacking of it) for learning identified in the research will be discussed against the science and art of the strategy, along with the extant empirical evidences received in in the management and other professional educations.
Author Information
Yuen Wah Li, Baruch Consulting, Hong Kong
Paper Information
Conference: ACE2019
Stream: Learning Experiences
This paper is part of the ACE2019 Conference Proceedings (View)
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