Introducing Undergraduate Students to Kinesiology Using Team-Based Learning

References

• Baier, K., Hendricks, C., Gorden, K. W., Hendricks, J. E., & Cochran, L. (2011). College students’ textbook reading, or not! American Reading Forum Annual Yearbook, 21(July), 4–11. http://americanreadingforum.org/yearbook/index.shtml
   Google Scholar
• Burke, A. S., & Fedorek, B. (2017). Does “flipping” promote engagement?: A comparison of a traditional, online, and flipped class. Active Learning in Higher Education, 18(1), 11–24. https://doi.org/10.1177/1469787417693487
   Web of Science ®Google Scholar
• Carmichael, J. (2009). Team-Based learning enhances performance in introductory biology. Journal of College Science Teaching, 38(4), 54–61. https://ezproxy.shsu.edu/login?url=https://search.proquest.com/docview/200343256?accountid=7065
   Google Scholar
• Clump, M. A., Bauer, H., & Bradley, C. (2004). The extent to which psychology students read textbooks: A multiple class analysis of reading across the psychology curriculum. Journal of Instructional Psychology, 31(3), 227–232.
   Google Scholar
• Corbin, J., & Stauss, A. (2015). Basics of qualitative research (4th ed.). Sage Publications.
   Google Scholar
• DeJongh, B., Lemoine, N., Buckley, E., & Traynor, L. (2018). Student preparation time for traditional lecture versus team-based learning in a pharmacotherapy course. Currents in Pharmacy Teaching & Learning, 10(3), 360–366. https://doi.org/10.1016/j.cptl.2017.11.009
   PubMed Web of Science ®Google Scholar
• Foster, L. N., Krohn, K. R., McCleary, D. F., Aspiranti, K. B., Nalls, M. L., Quillivan, C. C., Taylor, C. M., & Williams, R. L. (2009). Increasing low-responding students’ participation in class discussion. Journal of Behavioral Education, 18(2), 173–188. https://doi.org/10.1007/s10864-009-9083-8
   Google Scholar
• Haidet, P., Levine, R. E., Parmelee, D. X., Crow, S., Kennedy, F., Kelly, P. A., Perkowski, L., Michaelsen, L., & Richards, B. F. (2012). Perspective: Guidelines for reporting team-based learning activities in the medical and health sciences education literature. Academic Medicine: Journal of the Association of American Medical Colleges, 87(3), 292–299. https://doi.org/10.1097/ACM.0b013e318244759e
   PubMed Web of Science ®Google Scholar
• Hoeft, M. E. (2012). Why university students don’t read: What professors can do to increase compliance. International Journal for the Scholarship of Teaching and Learning, 6(2). https://doi.org/10.20429/ijsotl.2012.060212
   Google Scholar
• Huggins, C. M., & Stamatel, J. P. (2015). An exploratory study comparing the effectiveness of lecturing versus team-based learning. Teaching Sociology, 43(3), 227–235. https://doi.org/10.1177/0092055X15581929
   Web of Science ®Google Scholar
• McMullen, V. B. (2013). An investigation of course requirements and student motivation to complete required readings. MountainRise, 8(1), 1–17. http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=88839047&site=ehost-live
   Google Scholar
• Meeuwsen, H. J., King, G. A., & Pederson, R. (2005). Effects of cooperative learning strategy on undergraduate kinesiology students’ learning styles. Perceptual and Motor Skills, 101(2), 525–530. https://doi.org/10.2466/pms.101.2.525-530
   PubMed Web of Science ®Google Scholar
• Michaelsen, L. K., Knight, A. B., & Fink, L. D. (2004). Team-based learning: A transformative use of small groups in college teaching. Stylus Pub. https://books.google.com/books?id=HjOdPwAACAAJ
   Google Scholar
• Michaelsen, L. K., & Sweet, M. (2008). The essential elements of team-based learning. New Directions for Teaching and Learning, 2008(116), 7–27. https://doi.org/10.1002/tl.330
   Google Scholar
• Parmelee, D., & Michaelsen, L. (2010). Twelve tips for doing effective team-based learning. Medical Teacher, 32(2), 118–122. https://doi.org/10.3109/01421590903548562
   PubMed Web of Science ®Google Scholar
• Patton, M. Q. (2014). Qualitative research & evaluation methods (4th ed.). Sage Publications.
   Google Scholar
• Reimschisel, T., Herring, A. L., Huang, J., & Minor, T. J. (2017). A systematic review of the published literature on team-based learning in health professions education. Medical Teacher, 39(12), 1227–1237. https://doi.org/10.1080/0142159X.2017.1340636
   PubMed Web of Science ®Google Scholar
• Sandelowski, S. (2000). Whatever happened to qualitative description. Focus on Research Methods, 23(4), 334–340.
   Google Scholar
• Simonson, S. (2014). Making students do the thinking: Team-based learning in a laboratory course. Advanced Physiology in Education, 38(1), 49–55. https://doi.org/10.1152/advan.00108.2013
   PubMed Web of Science ®Google Scholar
• Stein, R. E., Colyer, C. J., & Manning, J. (2015). Student accountability in team-based learning classes. Teaching Sociology, 44(1), 28–38. https://doi.org/10.1177/0092055X15603429
   Web of Science ®Google Scholar
• Thompson, B.M., Schneider, V.F., Haidet, P., Levine, R.E., McMahon, K.K., Perkowski, L.C., & Richards, B.F. (2007). Team-based learning at ten medical schools: Two years later. Medical Education, 41(3), 250–257.
   PubMed Web of Science ®Google Scholar
• Wood, D. (2003). ABC of learning and teaching in medicine: Problem-based learning. BMJ, 326(7384), 328–330. https://doi.org/10.1136/bmj.326.7384.328
   PubMed Web of Science ®Google Scholar