1. Funded through the Faculty Learning and Teaching Enhancement Fund
Team Based Learning in a Business Context / An alternative approach to enhance Assessment and feedback and drive student engagement
Judy Cohen and Catherine Robinson (KBS)
Presentation for Annual Learning and Teaching Conference
Wednesday 21st June, 2017
Funded through the Faculty Learning and Teaching Enhancement Fund

2. Outline of the presentation
Economics for Business 2
What is Team Based Learning?
How was it implemented?
Lessons learned
Next steps

3. Economics for Business 2
Stage 2 module (109)
Optional for B&M
Diverse student base
Poor attendance
Poor engagement
Mediocre marks
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4. What is Team-Based Learning?
More than group work
A form of flipped learning
Comprises of 3 key elements:
The Readiness Assurance Process (RAP)
Application exercises
Peer evaluation
Applications need to meet the 4S criteria (Sibley and Ostafichuk (2014)
Significant; Same; Specific; Simultaneous
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5. Over a semester Form Teams Peer Evaluation
Readiness Assurance Process
Application Exercises
Before class
Form Teams
Peer Evaluation
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6. Assessment for Learning
Pre-preading
Readiness Assurance Process
Appeals
Corrective Instruction
4 S application…
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7. Implementation Challenges – working with what we’ve got.. Module pilot
Institutional constraints
Physical space
Change in target group
First years?
Choices on which elements to keep and which to lose
Peer evaluation?
Ran as lecture and seminar
Disjointed TBL cycle
Space challenges, but working with what I had
RHDC (beautiful, but banked)
Module specifications constraining
Assessment strategies adhered to
Administrative challenge
In handling MCQ data
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8. Was it worth it? Student satisfaction Student outcomes
Exam results
Not all students are expert learners
If students have the perspective of a novice learner they will require a different quality of ‘teacher guidance and modelling’
Interim feedback not entirely positive
Criticism of the implementation of the process
Criticism of preparation (additional, not simply displaced)
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9. 2016/17
Changes to structure of the exam make direct comparisons tricky
However, acknowledge a 8pp improvement in exam result this year, compared to a mean of 56.3%
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10. What I’d do differently
More acknowledgement of the difference between novice and expert learners
Changes to delivery
2 hour workshop
More on-line resources
KentPlayer
Improvements to peer-evaluation system
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11. Any questions?
Thank you
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