Showing papers on "Student engagement published in 2013"
Imperial College London1, Copenhagen Business School2, University of Gothenburg3, Royal Institute of Technology4, Polytechnic University of Valencia5, University of Bologna6, University of Turin7, Collegio Carlo Alberto8, University of Cambridge9, University of Kassel10, University of Strasbourg11, University of Bordeaux12
TL;DR: In this paper, the authors present a systematic review of research on academic scientists' involvement in collaborative research, contract research, consulting and informal relationships for university-industry knowledge transfer, which they refer as academic engagement.
1,470 citations
TL;DR: In this paper, the authors review and critique four dominant research perspectives on student engagement: the behavioural perspective, which foregrounds student behaviour and institutional practice; the psychological perspective which clearly defines engagement as an individual psycho-social process; the socio-cultural perspective which highlights the critical role of the socio political context; and, finally, the holistic perspective which takes a broader view of engagement.
Abstract: Student engagement is widely recognised as an important influence on achievement and learning in higher education and as such is being widely theorised and researched. This article firstly reviews and critiques the four dominant research perspectives on student engagement: the behavioural perspective, which foregrounds student behaviour and institutional practice; the psychological perspective, which clearly defines engagement as an individual psycho-social process; the socio-cultural perspective, which highlights the critical role of the socio-political context; and, finally, the holistic perspective, which takes a broader view of engagement. Key problems are identified, in particular poor definitions and a lack of distinction between the state of engagement, factors that influence student engagement, and the immediate and longer term consequences of engagement. The second part of the article presents a conceptual framework that overcomes these problems, incorporating valuable elements from each of the p...
1,210 citations
TL;DR: The results of this study support the conclusion that a technology enhanced flipped classroom was both effective and scalable; it better facilitated learning than the simulation-based training and students found this approach to be more motivating in that it allowed for greater differentiation of instruction.
Abstract: The purpose of this research was to explore how technology can be used to teach technological skills and to determine what benefit flipping the classroom might have for students taking an introductory-level college course on spreadsheets in terms of student achievement and satisfaction with the class. A pretest posttest quasi-experimental mixed methods design was utilized to determine any differences in student achievement that might be associated with the instructional approach being used. In addition, the scalability of each approach was evaluated along with students’ perceptions of these approaches to determine the affect each intervention might have on a student’s motivation to learn. The simulation-based instruction tested in this study was found to be an extremely scalable solution but less effective than the regular classroom and flipped classroom approaches in terms of student learning. While students did demonstrate learning gains, the process focus of the simulation’s instruction and assessments frustrated students and decreased their motivation to learn. Students’ attitudes towards the topic, their willingness to refer the course to others, and the likelihood that they would take another course like this were considerably lower than those of students in the flipped or regular classroom situations. The results of this study support the conclusion that a technology enhanced flipped classroom was both effective and scalable; it better facilitated learning than the simulation-based training and students found this approach to be more motivating in that it allowed for greater differentiation of instruction.
826 citations
TL;DR: In this paper, a longitudinal study adopts a multidimensional perspective to examine the relationships between middle school students' perceptions of the school environment (structure support, provision of choice, teaching for relevance, teacher and peer emotional support), achievement motivation (academic selfconcept and subjective task value), and school engagement (behavioral, emotional, and cognitive engagement).
630 citations
TL;DR: In this article, student engagement research, policy, and practice must become more nuanced and less formulaic, and the ensuing review is structured accordingly, guided in part by social-ecological analysis and social-cultural theory.
Abstract: Student engagement research, policy, and practice are even more important in today’s race-to-the top policy environment. With a priority goal of postsecondary completion with advanced competence, today’s students must be engaged longer and more deeply. This need is especially salient for students attending schools located in segregated, high-poverty neighborhoods and isolated rural communities. Here, engagement research, policy, and practice must become more nuanced and less formulaic, and the ensuing review is structured accordingly. Guided in part by social-ecological analysis and social-cultural theory, engagement is conceptualized as a dynamic system of social and psychological constructs as well as a synergistic process. This conceptualization invites researchers, policymakers, and school-community leaders to develop improvement models that provide a more expansive, engagement-focused reach into students’ family, peer, and neighborhood ecologies.
528 citations
TL;DR: In this paper, the authors introduced the concept of agentic engagement as a student-initiated pathway to greater achievement and greater motivational support and showed how agentically engaged students create motivationally supportive learning environments for themselves.
Abstract: The present study introduced “agentic engagement” as a newly proposed student-initiated pathway to greater achievement and greater motivational support. Study 1 developed the brief, construct-congruent, and psychometrically strong Agentic Engagement Scale. Study 2 provided evidence for the scale’s construct and predictive validity, as scores correlated with measures of agentic motivation and explained independent variance in course-specific achievement not otherwise attributable to students’ behavioral, emotional, and cognitive engagement. Study 3 showed how agentically engaged students create motivationally supportive learning environments for themselves. Measures of agentic engagement and teacher-provided autonomy support were collected from 302 middle-school students in a 3-wave longitudinal research design. Multilevel structural equation modeling showed that (a) initial levels of students’ agentic engagement predicted longitudinal changes in midsemester perceived autonomy support and (b) early-semester changes in agentic engagement predicted longitudinal changes in late-semester autonomy support. Overall, these studies show how agentic engagement functions as a proactive, intentional, collaborative, and constructive student-initiated pathway to greater achievement (Study 2) and motivational support (Study 3).
511 citations
TL;DR: The results reveal that the high level of interactivity with peers and with the teacher that is promoted by the use of clickers positively influences active collaborative learning and engagement, which, in turn, improves student learning performance.
Abstract: As more and more educational institutions are integrating new technologies (e.g. audience response systems) into their learning systems to support the learning process, it is becoming increasingly necessary to have a thorough understanding of the underlying mechanisms of these advanced technologies and their consequences on student learning performance. In this study, our primary objective is to investigate the effect of clickers (i.e. audience response systems) on student learning performance. To do so, we develop a conceptual framework in which we propose that interactivity, active collaborative learning and engagement are three key underlying forces that explain the positive effects and benefits of clickers in enhancing student learning performance. We test these relationships empirically in a university class setting using data from a survey answered by students in a social sciences degree. The results provide strong support for our proposed framework and they reveal that the high level of interactivity with peers and with the teacher that is promoted by the use of clickers positively influences active collaborative learning and engagement, which, in turn, improves student learning performance. These results show the importance of clickers in improving the student learning experience and recommend their use in educational settings to support the learning process. Highlights? To investigate the impact of clickers on student learning performance. ? Interactivity as a result of using clickers promotes active collaborative learning. ? Interactivity as a result of using clickers promotes engagement. ? Engagement improves students' learning performance. ? Active collaborative learning improves students' engagement and learning performance.
451 citations
27 Apr 2013
TL;DR: A large-scale, controlled experiment measuring the impact of incorporating a badge-based achievement system within an online learning tool finds a highly significant positive effect on the quantity of students' contributions, without a corresponding reduction in their quality.
Abstract: Badge-based achievement systems are being used increasingly to drive user participation and engagement across a variety of platforms and contexts. Despite positive anecdotal reports, there is currently little empirical evidence to support their efficacy in particular domains. With the recent rapid growth of tools for online learning, an interesting open question for educators is the extent to which badges can positively impact student participation. In this paper, we report on a large-scale (n > 1000) randomized, controlled experiment measuring the impact of incorporating a badge-based achievement system within an online learning tool. We discover a highly significant positive effect on the quantity of students' contributions, without a corresponding reduction in their quality, as well as on the period of time over which students engaged with the tool. Students enjoyed being able to earn badges, and indicated a strong preference for having them available in the user interface.
427 citations
TL;DR: Analysis of data from two studies of Twitter usage in different postsecondary courses finds that integration of Twitter into the course based on a theoretically driven pedagogical model and requiring students to use Twitter are essential components of improved outcomes.
Abstract: Herein, we present data from two studies of Twitter usage in different postsecondary courses with the goal of analyzing the relationships surrounding student engagement and collaboration as they intersect learning outcomes. Study 1 was conducted with 125 students taking a first-year seminar course, half of who were required to use Twitter while the other half used Ning. Study 2 was conducted with 135 students taking a large lecture general education course where Twitter participation was voluntary. Faculty in Study 1 engaged with students on Twitter in activities based on an a priori theoretical model, while faculty in Study 2 only engaged students sporadically on the platform. Qualitativeanalysesof tweetsandquantitativeoutcomesshowthatfacultyparticipation on the platform, integration of Twitter into the course based on a theoretically driven pedagogical model and requiring students to use Twitter are essential components of improved outcomes.
326 citations
01 Jan 2013
TL;DR: McLaughlin et al. as mentioned in this paper studied student engagement, performance, and perception in a flipped satellite classroom and found that students engaged, performed, and perceived student engagement and performance in a Flipped Satellite Classroom.
Abstract: Pharmacy Student Engagement, Performance, and Perception in a Flipped Satellite Classroom Jacqueline E. McLaughlin, PhD, MS, LaToya M. Griffin, PhD, Denise A. Esserman, PhD, Christopher A. Davidson, ME, Dylan M. Glatt, Mary T. Roth, PharmD, Nastaran Gharkholonarehe, PharmD and Russell J. Mumper, PhD UNC Eshelman School of Pharmacy, UNC Chapel Hill, Chapel Hill, North Carolina Departments of Medicine and Biostatistics, UNC Chapel Hill, Chapel Hill, North Carolina
318 citations
TL;DR: The flipped pharmacy classroom can enhance the quality of satellite students’ experiences in a basic pharmaceutics course through thoughtful course design, enriched dialogue, and promotion of learner autonomy.
Abstract: Objective. To determine whether “flipping” a traditional basic pharmaceutics course delivered synchronously to 2 satellite campuses would improve student academic performance, engagement, and perception.
Design. In 2012, the basic pharmaceutics course was flipped and delivered to 22 satellite students on 2 different campuses. Twenty-five condensed, recorded course lectures were placed on the course Web site for students to watch prior to class. Scheduled class periods were dedicated to participating in active-learning exercises. Students also completed 2 course projects, 3 midterm examinations, 8 graded quizzes, and a cumulative and comprehensive final examination.
Assessment. Results of a survey administered at the beginning and end of the flipped course in 2012 revealed an increase in students’ support for learning content prior to class and using class time for more applied learning (p=0.01) and in the belief that learning key foundational content prior to coming to class greatly enhanced in-class learning (p=0.001). Significantly more students preferred the flipped classroom format after completing the course (89.5%) than before completing the course (34.6%). Course evaluation responses and final examination performance did not differ significantly for 2011 when the course was taught using a traditional format and the 2012 flipped-course format. Qualitative findings suggested that the flipped classroom promoted student empowerment, development, and engagement.
Conclusion. The flipped pharmacy classroom can enhance the quality of satellite students’ experiences in a basic pharmaceutics course through thoughtful course design, enriched dialogue, and promotion of learner autonomy.
TL;DR: A host of simple teaching strategies—referred to as “equitable teaching strategies” and rooted in research on learning—can support biology instructors in striving for classroom equity and in teaching all their students, not just those who are already engaged.
Abstract: A host of simple teaching strategies—referred to as “equitable teaching strategies” and rooted in research on learning—can support biology instructors in striving for classroom equity and in teaching all their students, not just those who are already engaged, already participating, and perhaps already know the biology being taught.
TL;DR: In this article, a review examines the development of students' engagement with school and how it may contribute to future academic success and individual well-being in different social contexts, concluding that a high level of school engagement is positively associated with academic success, and negatively associated with students' ill-being, such as depressive symptoms and burnout.
Abstract: This review examines the development of students’ engagement with school and how it may contribute to future academic success and individual well-being in different social contexts. The review discusses the two main approaches of school engagement research: one examines students’ behavioral, cognitive, and affective engagement (North American approach), while the other examines study-related vigor, absorption, and dedication (European approach). This research shows that a high level of school engagement is positively associated with academic success, and negatively associated with students’ ill-being, such as depressive symptoms and burnout. High engagement with school also fosters several aspects of students’ well-being, such as positive emotions and life satisfaction. Moreover, several contextual factors, including parental affect, teachers’ support, and a mastery-oriented atmosphere in the classroom, promote students’ engagement with school.
TL;DR: The taxonomy of questions is summarized, strategies for formulating effective questions are provided, and practical considerations to enhance student engagement and promote critical thinking are explored.
Abstract: Questions have long been used as a teaching tool by teachers and preceptors to assess students' knowledge, promote comprehension, and stimulate critical thinking Well-crafted questions lead to new insights, generate discussion, and promote the comprehensive exploration of subject matter Poorly constructed questions can stifle learning by creating confusion, intimidating students, and limiting creative thinking Teachers most often ask lower-order, convergent questions that rely on students' factual recall of prior knowledge rather than asking higher-order, divergent questions that promote deep thinking, requiring students to analyze and evaluate concepts This review summarizes the taxonomy of questions, provides strategies for formulating effective questions, and explores practical considerations to enhance student engagement and promote critical thinking These concepts can be applied in the classroom and in experiential learning environments
TL;DR: Examination of how school belonging changes over the years of high school, and how it is associated with academic achievement and motivation, highlighted the importance of belonging for maintaining students' academic engagement during the teenage years.
Abstract: This longitudinal study examined how school belonging changes over the years of high school, and how it is associated with academic achievement and motivation. Students from Latin American, Asian, and European backgrounds participated (N = 572; age span = 13.94–19.15 years). In ninth grade, girls' school belonging was higher than boys'. Over the course of high school, however, girls' school belonging declined, whereas boys' remained stable. Within-person longitudinal analyses indicated that years in which students had higher school belonging were also years in which they felt that school was more enjoyable and more useful, above and beyond their actual level of achievement. Results highlight the importance of belonging for maintaining students' academic engagement during the teenage years.
TL;DR: Considering the multiple dimensions of student engagement simultaneously from a person-centered perspective promises a useful approach for addressing sample heterogeneity and understanding different patterns of school engagement and their consequences.
Abstract: The present study used multidimensional and person-centered approaches to identify subgroups of adolescents characterized by unique patterns of behavioral, emotional, and cognitive engagement and examined whether adolescent developmental outcomes varied as a function of different combinations of engagement components. Data were collected on 1,025 youths (57% African American, 43% European American; 53% female, 47% male). Five profiles of student engagement in school were identified: Highly Engaged, Moderately Engaged, Minimally Engaged, Emotionally Disengaged, and Cognitively Disengaged. These 5 groups differed in their educational and psychological functioning. The study not only provides empirical evidence supporting the multifaceted nature of school engagement but also demonstrates its utility relative to educational success and mental health. Considering the multiple dimensions of student engagement simultaneously from a person-centered perspective promises a useful approach for addressing sample heterogeneity and understanding different patterns of school engagement and their consequences.
02 Oct 2013
TL;DR: A study in which a college course was gamified, by including experience points, levels, badges, challenges and leaderboards, suggests that the approach can reduce grade discrepancies among students and help them score better.
Abstract: In this paper we explore how gamification can be applied to education in order to improve student engagement. We present a study in which a college course was gamified, by including experience points, levels, badges, challenges and leaderboards. The study was five years long, where the first three were non-gamified years, and the last two regarded two successive experiments of our gamified approach. To assess how gamification impacted the learning experience, we compared data from both gamified and non-gamified years, using different performance measures. Results show significant improvements in terms of attention to reference materials, online participation and proactivity. They also suggest that our approach can reduce grade discrepancies among students and help them score better. Modeling course activities with game challenges and properly distributing those over the term seem to enhance this effect.
TL;DR: The authors reported the outcomes of a project in which teachers sought to develop their ability to use instructional practices associated with argumentation in the teaching of science, in particular, the use of more dialogic approach based on small group work and the consideration of ideas, evidence, and argument.
Abstract: This article reports the outcomes of a project in which teachers’ sought to develop their ability to use instructional practices associated with argumentation in the teaching of science—in particular, the use of more dialogic approach based on small group work and the consideration of ideas, evidence, and argument. The project worked with four secondary school science departments over 2 years with the aim of developing a more dialogic approach to the teaching of science as a common instructional practice within the school. To achieve this goal, two lead teachers in each school worked to improve the use of argumentation as an instructional practice by embedding activities in the school science curriculum and to develop their colleague’s expertise across the curriculum for 11- to 16-yearold students. This research sought to identify: (a) whether such an approach using minimal support and professional development could lead to measurable difference in student outcomes, and (b) what changes in teachers’ practice were achieved (reported elsewhere). To assess the effects on student learning and engagement, data were collected of students’ conceptual understanding, reasoning, and attitudes toward science from both the experimental schools and a comparison sample using a set of standard instruments. Results show that few significant changes were found in students compared to the comparison sample. In this article, we report the findings and discuss what we argue are salient implications for teacher professional development and teacher learning.
TL;DR: In this article, a comprehensive literature search across the Academic Search Premier, Education Research Complete, ERIC, and PsycINFO databases was conducted to discuss evidence-based pedagogical approaches related to the use of Web 2.0 technologies in both K-12 and higher education settings.
TL;DR: In this paper, the authors report the results of a quasi-experimental real-life intervention with cooperative learning in an undergraduate course, where in-class participation and student approaches to learning were measured before and after the intervention to assess the impact on students' engagement levels.
Abstract: With an increasing awareness that many undergraduates are passive during teaching sessions, calls for instructional methods that allow students to become actively engaged have increased. Cooperative learning has long been popular at the primary and secondary level and, within recent years, higher education. However, empirical evidence of the impact of cooperative learning at the university level is still limited. This study reports the result of a quasi-experimental real-life intervention with cooperative learning in an undergraduate course. In-class participation and student approaches to learning were measured before and after the intervention to assess the impact on 140 students’ engagement levels. In addition, open-ended comments were analysed, revealing what faculty adopting cooperative learning principles in higher education should be especially aware of.
TL;DR: Systematically observing how a child interacts with peers, teachers, and learning tasks in the preschool classroom has the potential to inform the creation of professional development aimed at supporting teachers in fostering individual children's development within the early education environment.
Abstract: This study used an observational measure to examine how individual children's engagement with teachers, peers, and tasks was associated with gains in self-regulation. A sample of 341 preschoolers was observed, and direct assessments and teacher reports of self-regulation were obtained in the fall and spring of the preschool year. Research Findings: Children's positive engagement with teachers was related to gains in compliance/executive function, and children's active engagement with tasks was associated with gains in emotion regulation across the year. Engaging positively with teachers or peers was especially supportive of children's gains in task orientation and reductions in dysregulation. Practice or Policy: Results are discussed in relation to Vygotsky's developmental theory, emphasizing that psychological processes are developed in the context of socially embedded interactions. Systematically observing how a child interacts with peers, teachers, and learning tasks in the preschool classroom has the ...
01 Jan 2013
TL;DR: In this paper, the authors provide a review of psychological theory and research to support practitioners of community-engaged learning to be better able to support students in embracing, developing, and sustaining an identity that places a high value on community engagement as a student and often translates into engagement in the years beyond.
Abstract: At the root of much of our institutions’ commitments to engaging students in their communities—through volunteering, service-learning, community-based research, internships, and other forms—is an implicit understanding as well as evidence of the power of this engagement for students’ learning. High-quality community engagement is responsive to students’ intellectual as well as the affective and behavioral development while also effective at equipping students to understand and be responsive to needs in the larger community. Hence, providing opportunities for students to emerge as leaders, alongside college faculty and staff, empowers them to move beyond self-focused education models into community engagement. Such opportunities likewise develop students so that they can transform from consumers of information to participants and contributors of knowledge and skills to the larger community, as part of the educational as well as community change process. This chapter will contribute to the emerging dialogue about creating developmentally sensitive structures for college student engagement within community contexts. By providing a review of psychological theory and research, the authors aim to support practitioners of community-engaged learning to be better able to support students in embracing, developing, and sustaining an identity that places a high value on community engagement as a student and often translates into engagement in the years beyond.
TL;DR: This article found that higher levels of engagement in a variety of curricular and cocurricular activities significantly contribute to cumulative GPA and students' perception of the overall academic experience, and that females and full-time students who spent more time preparing for class or otherwise engaging in academic tasks earned a higher GPA and reported higher satisfaction with their overall academic experiences.
Abstract: Theories of involvement and quality of effort posit that student engagement in academic activities is critical to success. College officials invest substantial resources in activities and facilities to encourage student involvement, yet some reports find that many students study few hours per week and commit little time to academic activities. A critical question we must ask is: Does involvement lead to authentic gains in student success? Results from the 2008 National Survey of Student Engagement at one research university found that higher levels of engagement in a variety of curricular and cocurricular activities significantly contribute to cumulative GPA and students’ perception of the overall academic experience. Females and full-time students who spent more time preparing for class or otherwise engaging in academic tasks earned a higher GPA and reported higher satisfaction with their overall academic experience. Implications for program planning and resource allocation are discussed.
TL;DR: In this paper, the authors evaluated academic advising in terms of student needs, expectations, and success rather than through the traditional lens of student satisfaction with the process, and found that advisor accountability, advisor empowerment, student responsibility, student self-efficacy, student study skills, and perceived support significantly related academic advising to student success.
Abstract: Purpose – This study was designed to evaluate academic advising in terms of student needs, expectations, and success rather than through the traditional lens of student satisfaction with the process.Design/methodology/approach – Student participants (n=611) completed a survey exploring their expectations of and experience with academic advising. Principal axis factor analysis, multiple regression analyses, and analyses of variance were applied to student responses.Findings – Six interpretable factors (i.e. advisor accountability, advisor empowerment, student responsibility, student self‐efficacy, student study skills, and perceived support) significantly related academic advising to student success. Differences emerged with regard to advisement of demographically diverse students.Practical implications – The results suggest improvements in advising practices, particularly interventions focused on specific demographic populations.Originality/value – The present study contributes to existing literature by e...
TL;DR: The authors found that in the absence of firm achievement goals, fear of failure is associated with a range of maladaptive self-protective strategies, including self-handicapping, defensive pessimism, and helplessness.
Abstract: A classic distinction in the literature on achievement and motivation is between fear of failure and success orientations. From the perspective of self-worth theory, these motives are not bipolar constructs but dimensions that interact in ways that make some students particularly vulnerable to underachievement and disengagement from school. The current study employs the quadripolar model of need achievement (Covington, 1992; Covington & Omelich, 1988) to explore how these approach and avoidance orientations are related to self-handicapping, defensive pessimism, and helplessness in Eastern and Western settings. Although there have been numerous calls for research of this kind across cultures (Elliott & Bempechat, 2002; Jose & Kilburg, 2007; Pintrich, 2003), little exists in the field to date. In Study 1, with 1,423 Japanese high school students, helplessness and self-handicapping were found to be highest when students were low in success orientation and high in fear of failure. These findings were replicated in Study 2 with 643 Australian students and extended to measures of truancy, disengagement, and self-reported academic achievement. Consistent with self-worth theory, success orientation largely moderated the relationship between fear of failure and academic engagement in both cultures. These results suggest that in the absence of firm achievement goals, fear of failure is associated with a range of maladaptive self-protective strategies. The current project thus represents a unique application of self-worth theory to achievement dynamics and clarifies substantive issues relevant to self-handicapping and disengagement across cultures.
TL;DR: This article examined whether students who voluntarily engage in self-assessment improve in their capacity to make those judgements using data from a web-based marking system that provides students with the opportunity to assess themselves on each criterion for each assessment task throughout a programme of study.
Abstract: One of the implicit aims of higher education is to enable students to become better judges of their own work. This paper examines whether students who voluntarily engage in self-assessment improve in their capacity to make those judgements. The study utilises data from a web-based marking system that provides students with the opportunity to assess themselves on each criterion for each assessment task throughout a programme of study. Student marks were compared with those from tutors to plot changes over time. The findings suggest that overall students’ judgements do converge with those of tutors, but that there is considerable variation across achievement levels, with weaker students showing little improvement. Whilst the study is limited by the exigencies of voluntary participation and thus consequential gaps in the data set, it shows how judgement over time can be demonstrated and points to the potential for more systematic interventions to improve students’ judgements. It also illustrates the use of the web-based marking and feedback software (ReView) that has considerable utility in aiding self-assessment research.
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TL;DR: The authors developed algorithms for estimating and correcting for grader biases and reliabilities, showing significant improvement in peer grading accuracy on real data with 63,199 peer grades from Coursera's HCI course offerings.
Abstract: In massive open online courses (MOOCs), peer grading serves as a critical tool for scaling the grading of complex, open-ended assignments to courses with tens or hundreds of thousands of students. But despite promising initial trials, it does not always deliver accurate results compared to human experts. In this paper, we develop algorithms for estimating and correcting for grader biases and reliabilities, showing significant improvement in peer grading accuracy on real data with 63,199 peer grades from Coursera's HCI course offerings --- the largest peer grading networks analysed to date. We relate grader biases and reliabilities to other student factors such as student engagement, performance as well as commenting style. We also show that our model can lead to more intelligent assignment of graders to gradees.
TL;DR: The fundamentals of team-based learning in pharmacy education and its implementation in the classroom are reviewed and literature reports from medical, nursing, and pharmacy programs are discussed.
Abstract: Instructors wanting to engage students in the classroom seek methods to augment the delivery of factual information and help students move from being passive recipients to active participants in their own learning. One such method that has gained interest is team-based learning. This method encourages students to be prepared before class and has students work in teams while in the classroom. Key benefits to this pedagogy are student engagement, improved communication skills, and enhanced critical-thinking abilities. In most cases, student satisfaction and academic performance are also noted. This paper reviews the fundamentals of team-based learning in pharmacy education and its implementation in the classroom. Literature reports from medical, nursing, and pharmacy programs are also discussed.