scholarly journals Application exercise design for team‐based learning in online courses

2021 ◽  
Vol 2021 (165) ◽  
pp. 41-52 ◽  
Author(s):  
Michael C. Dorneich ◽  
Brian O'Dwyer ◽  
Annetta R. Dolowitz ◽  
Jennifer L. Styron ◽  
James Grogan
Keyword(s):  
Online Courses ◽  
Team Based Learning ◽  
Exercise Design

The impact of team-based learning on students’ perceptions of classroom community

2021 ◽  
pp. 146978742110350
Author(s):  
Christopher W Parrish ◽  
Sarah K Guffey ◽  
David S Williams
Keyword(s):  
Online Courses ◽  
Classroom Community ◽  
Course Delivery ◽  
Course Satisfaction ◽  
Mixed Methods Design ◽  
Face To Face ◽  
Need Support ◽  
Team Based Learning ◽  
Course Format ◽  
The Impact

Developing a sense of classroom community is important in promoting course satisfaction and in helping students overcome feelings of disconnectedness, especially in online courses. When considering the various strategies identified as contributing to a sense of classroom community, instructors likely need support in which strategies and technology tools to select, as well as how to implement those strategies. This support may be especially needed for instructors seeking to translate community building practices in face-to-face settings to their online courses. Team-based learning might be used to foster a sense of classroom community among students in both face-to-face and online courses. An embedded mixed methods design was used to determine if and how students’ perceptions of classroom community varied between method of course delivery (face-to-face or online) and course format (non-TBL or TBL). The results showed whether students in face-to-face courses (non-TBL and TBL) reported a stronger sense of classroom community than those students in online courses (non-TBL and TBL). The results also revealed how students in TBL courses (face-to-face and online) described their sense of connectedness to their instructor and peers compared to those in non-TBL courses.

Education and the Relation to the Outside: A Little Real Reality

2015 ◽  
Vol 9 (3) ◽  
pp. 273-300 ◽  
Author(s):  
David Savat ◽  
Greg Thompson
Keyword(s):  
Performance Metrics ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Educational Institutions ◽  
Special Issue ◽  
Massive Open Online ◽  
Transformative Teaching ◽  
Control Society ◽  
Brave New World ◽  
Radical Transformation

One of the more dominant themes around the use of Deleuze and Guattari's work, including in this special issue, is a focus on the radical transformation that educational institutions are undergoing, and which applies to administrator, student and educator alike. This is a transformation that finds its expression through teaching analytics, transformative teaching, massive open online courses (MOOCs) and updateable performance metrics alike. These techniques and practices, as an expression of control society, constitute the new sorts of machines that frame and inhabit our educational institutions. As Deleuze and Guattari's work posits, on some level these are precisely the machines that many people in their day-to-day work as educators, students and administrators assemble and maintain, that is, desire. The meta-model of schizoanalysis is ideally placed to analyse this profound shift that is occurring in society, felt closely in the so-called knowledge sector where a brave new world of continuous education and motivation is instituting itself.

Diagnostic Testing Team-Based Learning

MedEdPORTAL ◽  
2015 ◽  
Vol 11 (1) ◽  
Author(s):  
Michael Goedde ◽  
Stephen Everse ◽  
Christina Wojewoda
Keyword(s):  
Diagnostic Testing ◽  
Team Based Learning
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