Team-Based Learning in the Political Science Classroom: Comparing In-person and Online Environments.
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| Title: | Team-Based Learning in the Political Science Classroom: Comparing In-person and Online Environments. |
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| Authors: | Stephanie Seidel, Holmsten1 ssholmsten@austin.utexas.edu |
| Source: | Journal of Political Science Education. Jan-Mar2024, Vol. 20 Issue 1, p119-132. 14p. |
| Subject Terms: | *Team learning approach in education, *Distance education, *Student engagement, *Educational planning, Political science, Social skills |
| Abstract: | Decades of research suggest that interactive classrooms enhance student engagement and improve comprehension. Team-Based Learning (TBL) is an educational strategy used first in medical settings and business schools and then expanded to social sciences and humanities that emphasizes small-group, active-learning, where most classroom time is devoted to group problem-solving. In a previous study, we showed in the political science classroom that TBL enhanced student appreciation for working in teams. Positive experiences with teamwork develop interpersonal skills that help our students get into the door in a competitive job market where entry positions demand skills for effective collaboration and communication. In this study, I determine the effect of the pandemic-induced requirement to use TBL in a virtual environment on student appreciation for working in teams. Due to the duration of the pandemic, this study includes data from multiple semesters. This study confirms that TBL is effective at improving student attitudes toward working in teams during in-person semesters, but data from online semesters does not demonstrate a significant impact on positive attitudes toward teams. I explore three possible explanations for this finding. I conclude that to capture the benefits of online team-based learning, we must consider new strategies to ensure all key elements of TBL are applied. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Political Science Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Abstract: | Decades of research suggest that interactive classrooms enhance student engagement and improve comprehension. Team-Based Learning (TBL) is an educational strategy used first in medical settings and business schools and then expanded to social sciences and humanities that emphasizes small-group, active-learning, where most classroom time is devoted to group problem-solving. In a previous study, we showed in the political science classroom that TBL enhanced student appreciation for working in teams. Positive experiences with teamwork develop interpersonal skills that help our students get into the door in a competitive job market where entry positions demand skills for effective collaboration and communication. In this study, I determine the effect of the pandemic-induced requirement to use TBL in a virtual environment on student appreciation for working in teams. Due to the duration of the pandemic, this study includes data from multiple semesters. This study confirms that TBL is effective at improving student attitudes toward working in teams during in-person semesters, but data from online semesters does not demonstrate a significant impact on positive attitudes toward teams. I explore three possible explanations for this finding. I conclude that to capture the benefits of online team-based learning, we must consider new strategies to ensure all key elements of TBL are applied. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 15512169 |
| DOI: | 10.1080/15512169.2023.2251621 |
