Journal ArticleDOI
Teaching Research to MSW Students: Effectiveness of the Team-based Learning Pedagogy
Caroline Macke,Karen Tapp +1 more
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TLDR
In this paper, the effectiveness of team-based learning has been evaluated with a social work research class and it was found that teambased learning was not more effective than alternate pedagogies in increasing MSW students' intent to incorporate research into practice.Abstract:
Social work students often have been labeled as research-reluctant. Consequently, it is important to identify effective teaching strategies. One innovative strategy is team-based learning. The effectiveness of team-based learning has not yet been evaluated with a social work research class. As a result, the current study compared the effectiveness of team-based learning with that of other pedagogies. Findings suggest that team-based learning was not more effective than alternate pedagogies in increasing MSW students' intent to incorporate research into practice. Notably, the team-based learning approach was more effective in increasing research self-efficacy. Implications for future research and practice are discussed.read more
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Journal Article
Analysis of the Team-Based Learning Literature: TBL Comes of Age.
TL;DR: The authors conclude that the TBL literature is at an important maturation point, where more rigorous testing and study of additional questions relating to the method are needed, as well as more accurate reporting of TBL implementation.
Journal ArticleDOI
A Social Work Education Outcome Measure: The Evaluation Self-Efficacy Scale–II:
TL;DR: The Evaluation Self-Efficacy (ESE) scale as discussed by the authors was designed as an outcome measure for evaluation research courses in social work and has been used as an indicator of academic performance.
Journal ArticleDOI
Team-Based Learning in Large Enrollment Classes.
TL;DR: The goal of this review is to highlight the key elements needed to successfully deploy team-based learning (TBL) in any class, but especially in large enrolment classes, where smooth logistics are essential.
Journal ArticleDOI
Organic Collaborative Teams: The Role of Collaboration and Peer to Peer Support for Part-Time Doctoral Completion
TL;DR: In this paper, the authors defined organic collaboration as a naturally-formed dynamic peer-to-peer support group, built on individual strengths and differences, while focused on a common goal, and provided practical knowledge on ways students, faculty and higher education institutions can benefit from encouraging and supporting organic collaboration.
Journal ArticleDOI
Longitudinal Student Research Competency: Comparing Online and Traditional Face-to-Face Learning Platforms
TL;DR: The authors compared longitudinal research self-efficacy and retention between a completely asynchronous Master of Social Work (MSW) online cohort and its traditional face-to-face counterpart and found that students gain and maintain confidence in research methods and evaluation regardless of the learning platform utilized.
References
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Running head: WHY MINIMALLY GUIDED INSTRUCTION DOES NOT WORK Why Minimal Guidance during Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching
Paul A. Kirschner,John Sweller +1 more
Journal ArticleDOI
Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching
TL;DR: In this article, the superiority of guided instruction is explained in the context of our knowledge of human cognitive architecture, expert-novice differences, and cognitive load, and it is shown that the advantage of guidance begins to recede only when learners have sufficiently high prior knowledge to provide "internal" guidance.
Book
Active learning : creating excitement in the classroom
TL;DR: In this paper, the authors present a workshop to model active learning in the classroom, which will engage participants in specific, practical teaching strategies designed to model the use of active learning.
Journal ArticleDOI
Problem-Based Learning: What and How Do Students Learn?.
TL;DR: Problem-based learning (PBL) as mentioned in this paper is an instructional method in which students learn through facilitated problem solving, where the teacher acts to facilitate the learning process rather than to provide knowledge.
Journal ArticleDOI
Problem-based learning: a review of literature on its outcomes and implementation issues
Mark A. Albanese,Susan Mitchell +1 more
TL;DR: It is recommended that caution be exercised in making comprehensive, curriculum‐wide conversions to PBL until more is learned about (1) the extent to which faculty should direct students throughout medical training, (2) PBL methods that are less costly, (3) cognitive‐processing weaknesses shown by PBL students, and (4) the apparent high resource utilization by P BL graduates.
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