posted on 2024-02-21, 16:07authored byLaura M. Hancock
Team-based learning (TBL) has been gaining increasing
attention
in chemistry teaching, although it remains relatively under-exploited,
especially compared to management and medical sciences. This study
explores student perceptions of team-based learning as an active learning
technique in an advanced inorganic chemistry topic. It focuses on
qualitative research methods using thematic analysis of data collected
through questionnaires and a focus group. Students were found to strongly
associate TBL with being an effective active learning experience,
where interaction with the pre-class preparatory materials is incentivized
by the accountability they feel to their team members. The highly
structured nature of TBL, where learning, assessment, and clarification
of the core concepts takes place before more challenging problem solving,
was highlighted, alongside the importance of the instructor in the
TBL process. The importance of interactivity in the pre-class materials
and alignment of the TBL materials with the end of course assessment
was also emphasized. Students are hugely positive about TBL as being
effective for the learning of challenging problem-solving topics,
but are reticent to acknowledge that the flipped classroom model can
be more effective than lectures.