Opening the black box of team-based learning (TBL): A study of verbal interactions in online application sessions

Abstract

Context

In team-based learning (TBL), an instructional strategy that encourages in-depth team discussion and deep learning, interactions in terms of sharing, co-construction, constructive conflict and procedural interactions are important. Since TBL has also been applied online in recent years, the question is whether these interactions are sufficiently present in an online setting.

Aim

Gain insight into the nature and extent of these types of interactions in online TBL application sessions and to what extent these vary between teams and sessions.

Methods

We made audiovisual recordings of 12 TBL teams in two online application sessions during assignments. Transcripts were coded and analyzed using a framework derived.

Results

Teams spent more than 85% of their time on all four types of interactions in both sessions. The largest proportion of time was spent on sharing and co-construction. Constructive conflict occurred to a limited extent. We observed variation in proportion of time spent on and the distribution of the four types of interactions between teams and sessions.

Discussion

All interactions important for achieving deep learning occurred in online TBL application sessions. However, the effective use of these types of interaction should not be left to chance.

Keywords:

• Team-based learning
• collaborative learning
• interactions
• online learning
• learning process

Acknowledgements

We gratefully acknowledge the students who participated in this study. We also thank Vincent Odekerken, Ellen Bosnak and Jos Bramer, the course co-ordinator and the teachers of the course, for enabling us to execute this study.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Data availability statement

The data that support the findings of this study are available on request from the corresponding author. The data are not publicly available due to privacy or ethical restrictions.

Additional information

Notes on contributors

Linda Roossien

Linda Roossien, MSc, is PhD-student Team-Based Learning at the Teaching and Learning Center at Amsterdam University Medical Centers, Faculty of Medicine, University of Amsterdam, the Netherlands.

Tobias Boerboom

Tobias Boerboom, DVM, PhD, policy director, Faculty of Veterinary Medicine, Utrecht University, the Netherlands.

Gerard Spaai

Gerard Spaai, PhD, is educational psychologist, educational advisor and researcher at the Teaching and Learning Center at Amsterdam University Medical Centers, Faculty of Medicine, University of Amsterdam, the Netherlands.

Lisa-Maria van Klaveren

Lisa-Maria van Klaveren, MSc, is PhD-student Interprofessional Education (IPE) at the Centre of Evidence Education at Amsterdam University Medical Centers, Faculty of Medicine, University of Amsterdam, the Netherlands.

Diana Dolmans

Diana Dolmans, PhD, Professor of Innovative Learning Arrangements at the Department of Educational Development and Research, Faculty of Medicine, University of Maastricht, The Netherlands.

Rien de Vos

Rien de Vos, PhD, is Professor in Medical Education and Training in Interprofessional care at the Institute for Education and Training, Amsterdam University Medical Centers, Faculty of Medicine, University of Amsterdam, the Netherlands.