Holistic Evaluation of a Team-Lecture Hybrid (TLH) Instructional Design Applied in a Public Affairs Course
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| Title: | Holistic Evaluation of a Team-Lecture Hybrid (TLH) Instructional Design Applied in a Public Affairs Course |
|---|---|
| Language: | English |
| Authors: | David Besong Tataw (ORCID |
| Source: | Journal of Research in Innovative Teaching & Learning. 2025 18(1):76-94. |
| Availability: | Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Public Affairs Education, Instructional Design, Blended Learning, Teamwork, Lecture Method, Holistic Evaluation, Courses, Student Attitudes, Scores, Group Testing, Individual Testing, Outcomes of Education, Critical Thinking, Peer Relationship, Interaction, Learner Engagement, Problem Solving, Teacher Student Relationship, Student Improvement |
| DOI: | 10.1108/JRIT-01-2023-0007 |
| ISSN: | 1947-1017 |
| Abstract: | Purpose: This uses quantitative and qualitative methods in assessing performance and process outcomes in a team lecture hybrid (TLH) instructional design applied in a public affairs course. Design/methodology/approach: Within a non-experimental prospective design, individual and team outcomes were assessed as follows: survey of student perceptions of learning outcomes; comparison of individual and group scores on in-class case analyses using paired t-tests; external reviewers' observations of traditional lecture versus TLH activities; and analysis of students' reflections on team dynamics using a team process reflection tool adapted from four team development stages. Findings: The following student learning outcomes results were observed: increased use of critical thinking; higher student interaction with other students and the instructor; higher student engagement in initiating or contributing to content or other learning activities; higher student enthusiasm; increased use of problem-solving skills; improved performance evidenced by quality of individual versus group products; evidence suggesting improvements in student learning outcomes when active learners and an active instructor interact in a learning environment. Practical implications: Instructor practice tips were provided in the following areas: use of assessment methods; student engagement as an active instructor; motivational tips for classes with students from a variety of disciplines; and individual team member accountability. Originality/value: This paper contributes to the scholarship of teaching and learning (SOTL) by addressing limitations in both traditional and collaborative learning models and expanding holistic evaluations in SOTL. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1465842 |
| Database: | ERIC |
| Abstract: | Purpose: This uses quantitative and qualitative methods in assessing performance and process outcomes in a team lecture hybrid (TLH) instructional design applied in a public affairs course. Design/methodology/approach: Within a non-experimental prospective design, individual and team outcomes were assessed as follows: survey of student perceptions of learning outcomes; comparison of individual and group scores on in-class case analyses using paired t-tests; external reviewers' observations of traditional lecture versus TLH activities; and analysis of students' reflections on team dynamics using a team process reflection tool adapted from four team development stages. Findings: The following student learning outcomes results were observed: increased use of critical thinking; higher student interaction with other students and the instructor; higher student engagement in initiating or contributing to content or other learning activities; higher student enthusiasm; increased use of problem-solving skills; improved performance evidenced by quality of individual versus group products; evidence suggesting improvements in student learning outcomes when active learners and an active instructor interact in a learning environment. Practical implications: Instructor practice tips were provided in the following areas: use of assessment methods; student engagement as an active instructor; motivational tips for classes with students from a variety of disciplines; and individual team member accountability. Originality/value: This paper contributes to the scholarship of teaching and learning (SOTL) by addressing limitations in both traditional and collaborative learning models and expanding holistic evaluations in SOTL. |
|---|---|
| ISSN: | 1947-1017 |
| DOI: | 10.1108/JRIT-01-2023-0007 |
