Team-based learning (tbl) in traditional curriculum: assessment of students' acceptance
International Journal of Development Research
Team-based learning (tbl) in traditional curriculum: assessment of students' acceptance
Received 19th August 2017; Received in revised form 10th September, 2017; Accepted 14th October, 2017; Published online 29th November, 2017
Copyright © 2017, Francisco José Mendes dos Reis et al. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Team-Based Learning (TBL) is a teaching/learning strategy that develops communication skills, teamwork, management and decision-making. The aim of this study was to evaluate the students' perception of TBL. Phenomenology was used as the theoretical framework for ideographic analysis and nomothetic research from the students´ feedbacks and portfolios. The results of the phenomenological reductions with the subjects´ assertions grouped into converging thematic categories were: 1. POSITIVE ASPECTS of TBL: team work, study routine, meaningful learning, commitment, interaction and conceptual maps. 2. SUGGESTIONS TO IMPROVE TBL: TBL in the curriculum, organization, number of classes and assessment of teamwork skills. It is concluded that, according to the students´ perception, the application of TBL promotes the development of individual responsibility, teamwork skills, competences (how-to-do) to learn and experience of assessing and being assessed by peers. A thorough planning is suggested.
