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Introducing Computer-Supported Team-Based Learning: Preliminary Outcomes and Learning Impacts

Introducing Computer-Supported Team-Based Learning: Preliminary Outcomes and Learning Impacts
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Author(s): Elizabeth Avery Gomez (New Jersey Institute of Technology, USA), Dezhi Wu (Southern Utah University, USA), Katia Passerini (New Jersey Institute of Technology, USA) and Michael Bieber (New Jersey Institute of Technology, USA)
Copyright: 2006
Pages: 4
Source title: Emerging Trends and Challenges in Information Technology Management
Source Editor(s): Mehdi Khosrow-Pour, D.B.A. (Information Resources Management Association, USA)
DOI: 10.4018/978-1-59904-019-6.ch162
ISBN13: 9781616921286
EISBN13: 9781466665361

Abstract

Team-based learning (TBL) is an active learning instructional strategy used in the traditional face-to-face (FtF) classroom. Computer-mediated communications (CMC) is a medium that complements the FtF classroom and enables active learning between FtF class times. This paper introduces a model for assessing computer-supported team-based learning that leverages a combination of collaborative learning techniques, extending them to an on-line environment through the use of CMC tools. The model has been empirically tested through field studies in the course of two semesters at a US public technological university. The empirical findings of this paper indicate perceived learning with computer-supported TBL is higher than perceived motivation, enjoyment and learning in traditional CMC-supported courses. In addition, our findings show that perceptions of team members’ contributions impact individual learning experiences. Computer tools successfully facilitate team interactions, peer assessment, and individual accountability in achieving higher-level learning.

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