Comparing Active Learning to Team-Based Learning in Undergraduate Neuroscience

摘要

Team-based learning (TBL) is a special form of collaborative learning that involves the use of permanent working teams throughout the semester. In this highly structured and interactive teaching method, students perform preparatory activities outside of class to gain factual knowledge and understand basic concepts. In class, students collaborate with peers to apply content, analyze findings, and synthesize new ideas. To better understand the learning outcomes specific to TBL courses, we analyzed end-of-semester course evaluations from an undergraduate neuroscience course taught using either a moderate structure active learning or TBL format. Our analysis reveals that the TBL taught classes had significantly higher levels of self-reported learning in the areas of gaining, understanding, and synthesizing knowledge. We propose that these gains are driven by the TBL readiness assurance process and peer evaluations. Both of these structural components are expected to increase student accountability, motivation, and engagement with course content.