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Unlocking the Dynamics of Online Team Based Learning: A Comparative Analysis of Student Satisfaction and Engagement across Psychology Modules

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Title: Unlocking the Dynamics of Online Team Based Learning: A Comparative Analysis of Student Satisfaction and Engagement across Psychology Modules
Language: English
Authors: Pauldy Cornelia Johanna Otermans (ORCID 0000-0001-8495-348X), Stephanie Baines (ORCID 0000-0001-7293-9517), Chelsea Livingstone (ORCID 0009-0002-2067-8110), Sofia Barbosa Bouças (ORCID 0000-0001-8155-2867)
Source: International Journal of Technology in Education and Science. 2024 8(3):481-490.
Availability: International Society for Technology, Education, and Science. e-mail: ijtesoffice@gmail.com; Web site: http://www.ijtes.net
Peer Reviewed: Y
Page Count: 11
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Cooperative Learning, Teamwork, Student Satisfaction, Accountability, Preferences, Psychology, Units of Study, Undergraduate Students, Online Courses, Clinical Psychology, Employment Potential, Skill Development
ISSN: 2651-5369
Abstract: Team based learning (TBL) is a co-operative learning method, increasingly used online within our digitalised society. The aim of this study is to better understand the factors influencing student satisfaction and engagement with online TBL. The study measures student satisfaction, accountability and preference for online TBL across three compulsory psychology undergraduate modules; PY1604 (Clinical Psychology), PY1608 (Employability in Psychology) and PY1702 (Academic Skills in Psychology). Seventy-two psychology students enrolled at a UK university completed the TBL-SAI online survey, where they answered 33 statements relating to online TBL on a five-point Likert-type scale. It was found students were significantly more accountable in the TBL method for PY1608 and PY1604 and significantly less accountable for PY1702. It was also found that there was significantly higher satisfaction for PY1604 compared to both PY1702 and PY1608, as well as students attending significantly more PY1604 sessions than PY1702 and PY1608. Overall, there was no significant difference in preference for online TBL over online lectures when comparing the three modules. The findings support our hypothesis, that there would be differences across the three modules in terms of satisfaction, accountability and preference for online TBL.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1437200
Database: ERIC
FullText Text:
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  Data: Unlocking the Dynamics of Online Team Based Learning: A Comparative Analysis of Student Satisfaction and Engagement across Psychology Modules
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  Data: <searchLink fieldCode="AR" term="%22Pauldy+Cornelia+Johanna+Otermans%22">Pauldy Cornelia Johanna Otermans</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8495-348X">0000-0001-8495-348X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Stephanie+Baines%22">Stephanie Baines</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7293-9517">0000-0001-7293-9517</externalLink>)<br /><searchLink fieldCode="AR" term="%22Chelsea+Livingstone%22">Chelsea Livingstone</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0002-2067-8110">0009-0002-2067-8110</externalLink>)<br /><searchLink fieldCode="AR" term="%22Sofia+Barbosa+Bouças%22">Sofia Barbosa Bouças</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8155-2867">0000-0001-8155-2867</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Technology+in+Education+and+Science%22"><i>International Journal of Technology in Education and Science</i></searchLink>. 2024 8(3):481-490.
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  Data: International Society for Technology, Education, and Science. e-mail: ijtesoffice@gmail.com; Web site: http://www.ijtes.net
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  Data: <searchLink fieldCode="DE" term="%22Cooperative+Learning%22">Cooperative Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Teamwork%22">Teamwork</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Satisfaction%22">Student Satisfaction</searchLink><br /><searchLink fieldCode="DE" term="%22Accountability%22">Accountability</searchLink><br /><searchLink fieldCode="DE" term="%22Preferences%22">Preferences</searchLink><br /><searchLink fieldCode="DE" term="%22Psychology%22">Psychology</searchLink><br /><searchLink fieldCode="DE" term="%22Units+of+Study%22">Units of Study</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Online+Courses%22">Online Courses</searchLink><br /><searchLink fieldCode="DE" term="%22Clinical+Psychology%22">Clinical Psychology</searchLink><br /><searchLink fieldCode="DE" term="%22Employment+Potential%22">Employment Potential</searchLink><br /><searchLink fieldCode="DE" term="%22Skill+Development%22">Skill Development</searchLink>
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  Data: Team based learning (TBL) is a co-operative learning method, increasingly used online within our digitalised society. The aim of this study is to better understand the factors influencing student satisfaction and engagement with online TBL. The study measures student satisfaction, accountability and preference for online TBL across three compulsory psychology undergraduate modules; PY1604 (Clinical Psychology), PY1608 (Employability in Psychology) and PY1702 (Academic Skills in Psychology). Seventy-two psychology students enrolled at a UK university completed the TBL-SAI online survey, where they answered 33 statements relating to online TBL on a five-point Likert-type scale. It was found students were significantly more accountable in the TBL method for PY1608 and PY1604 and significantly less accountable for PY1702. It was also found that there was significantly higher satisfaction for PY1604 compared to both PY1702 and PY1608, as well as students attending significantly more PY1604 sessions than PY1702 and PY1608. Overall, there was no significant difference in preference for online TBL over online lectures when comparing the three modules. The findings support our hypothesis, that there would be differences across the three modules in terms of satisfaction, accountability and preference for online TBL.
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      – Text: English
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        PageCount: 11
        StartPage: 481
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      – SubjectFull: Cooperative Learning
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      – SubjectFull: Teamwork
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      – SubjectFull: Student Satisfaction
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      – SubjectFull: Accountability
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      – TitleFull: Unlocking the Dynamics of Online Team Based Learning: A Comparative Analysis of Student Satisfaction and Engagement across Psychology Modules
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