Understanding and implementing team-based learning in large-lecture courses: summary of a workshop from the 2011 ESA Annual Meeting

摘要

There is abundant evidence that the traditional lecture is less effective than alternative delivery methods n(Laws 1991, Major and Palmer 2001, Knight and Wood 2005, Saville and Zinn 2006, Deslauriers et nal. 2011). Several different active learning strategies have been shown to be effective in large-lecture nclassrooms (Ebert-May et al. 1997, Knight and Wood 2005, Smith et al. 2005, Barak et al. 2006). Here nwe summarize the workshop on implementing team-based learning in large-lecture courses that we npresented at the 2011 Annual Meeting of the Ecological Society of America in the hopes that those nwho could not attend the meeting might become more familiar with team-based learning and be able to nimplement team-based learning in their large-lecture classes.