The Impact of Team-Based Learning on Students' Perceptions of Classroom Community

Autor/inn/en	Parrish, Christopher W.; Guffey, Sarah K.; Williams, David S.
Titel	The Impact of Team-Based Learning on Students' Perceptions of Classroom Community
Quelle	In: Active Learning in Higher Education, 24 (2023) 2, S.169-183 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Parrish, Christopher W.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1469-7874
DOI	10.1177/14697874211035078
Schlagwörter	Cooperative Learning; Learning Strategies; Student Attitudes; Classroom Environment; Sense of Community; Teaching Methods; In Person Learning; Electronic Learning; Distance Education; College Students + Suchen Sie Ihr Suchwort? Kooperatives Lernen; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Schülerverhalten; Klassenklima; Unterrichtsklima; Teaching method; Lehrmethode; Unterrichtsmethode; Distance study; Distance learning; Fernunterricht; Collegestudent
Abstract	Developing a sense of classroom community is important in promoting course satisfaction and in helping students overcome feelings of disconnectedness, especially in online courses. When considering the various strategies identified as contributing to a sense of classroom community, instructors likely need support in which strategies and technology tools to select, as well as how to implement those strategies. This support may be especially needed for instructors seeking to translate community building practices in face-to-face settings to their online courses. Team-based learning might be used to foster a sense of classroom community among students in both face-to-face and online courses. An embedded mixed methods design was used to determine if and how students' perceptions of classroom community varied between method of course delivery (face-to-face or online) and course format (non-TBL or TBL). The results showed whether students in face-to-face courses (non-TBL and TBL) reported a stronger sense of classroom community than those students in online courses (non-TBL and TBL). The results also revealed how students in TBL courses (face-to-face and online) described their sense of connectedness to their instructor and peers compared to those in non-TBL courses. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01