A Case for Team-Based Learning as an Effective Collaborative Learning Methodology in Higher Education

Abstract

This paper reports the results from the implementation of Team-Based Learning (TBL) methodology at a large Australian university. The study found a significant difference between students’ learning experience and hours spent studying pre and post TBL. The study also found a significant positive relationship between in-built TBL assessments and finals grades pointing to the capacity of TBL to predict performance. Findings of the study present valuable practical implications for academics looking to implement carefully structured collaborative learning methodologies that effectively enhance student engagement, experience and learning along with fostering teamwork and communication skills.

Keywords:

• Collaborative
• team-based
• learning
• study time
• experience

Acknowledgements

We would like to acknowledge the enormous support from the Senior Learning Design Team in the Faculty of Medicine and Health Sciences. They were all vital members of the TBL team. In addition, many thanks to the academics who voluntarily participated in this research. We are also grateful to the Office of Deputy Vice-Chancellor Academic at Macquarie University for supporting our research with a Learning and Teaching Strategic Grant.

Declaration of interest

The authors report no declarations of interest.