Team-Based Learning (TBL) Faculty Development Open Educational Resource (OER)

This module explores TBL in an Online Environment.

Before doing the iRAT please make sure to:

1. Read the Parrish et al. (2021) article on integrated online team-based learning. To access the reading, you will have to input your CUNY Login credentials. When you enter the document link, click PDF to read the article. The full citation is below.
2. View Team-Based Learning Online: A Chat with Bill Roberson

This video is lengthy but worth viewing, as Bill Roberson, a TBL scholar, discusses several important issues to consider when using TBL methodology in an online environment.

The readiness assurance process is an important feature of TBL that fosters student accountability for being prepared to engage in application activities and being accountable to their team. The strategies used for implementing the readiness assurance process depend on the modality used for the course.

For additional reading on online RATs, please read the following open access articles:

Reflection Exercise

• How do you envision the readiness assurance process for your course? Consider the following possibilities:
  • Given that time might be limited, will you have an iRAT? For example, if you have synchronous Zoom sessions, one possibility is for students to take the iRAT on Blackboard right before the Zoom session begins.
  • Will you incorporate a tRAT?
    • How will you implement it, and what technology will you use?
    • Blackboard can be used for the tRAT, as well as other tools, such as a Zoom poll, the chat function for reporting team answers, or other methods, such as a Google Form.
  • If using synchronous Zoom sessions, you might use class time to prioritize application activities, which are critical for fostering critical thinking in TBL. Therefore, you might consider eliminating tRATs when you teach online. Alternatively, you can consider an asynchronous tRAT. There are truly different possibilities. You should remember Bill Roberson’s words from the video: “Is it worth it?”
    • In other words, as you design your readiness assurance process, remember what the purpose of the course is. Then for each instructional method used, ask yourself, “Is it worth the time it will take to implement?”
    • Also ask yourself, “What is the purpose of the readiness assurance process?” Certainly, it is to ensure that students are prepared for the subsequent application activities. In face-to-face in-person classes, having both the iRAT and tRAT fosters student accountability and active learning (during the tRAT). When you teach online, you need to consider time, and as Bill Roberson noted, application activities need to be prioritized.

Application activities make up one of the essential elements of team-based learning.

According to Larry Michaelsen (2008) : "the most fundamental aspect of designing team assignments that promote both learning and team development is ensuring that they truly require group interaction.” (Michaelsen, L.K., & Sweet, M. (2008, 7-27). The essential elements of team‐based learning. New Directions for Teaching and Learning.)

When designing application activities that conform to the 4S Problem-Solving Framework (see Sibley & Spiridonoff handout (pdf)), instructors need to consider the online modality of the course. (Sibley, Jim and Spiridonoff, Sophie. (February 2014) "Introduction to Team-Based Learning." Centre for Instructional Support The University of British Columbia.)

For additional reading on online application activities, please read the following open access articles:

Reflection Exercise

Using an application activity you developed in a prior training module (or create one specifically for an online class you plan to teach), how would you tweak it for online implementation?

• If you plan to teach synchronous online classes using Zoom, how will you structure the use of breakout rooms and simultaneous reporting in the main room?
  • What online tools will you use to facilitate intra-team discussion and creation of team products?
    • Padlet? Google Doc or Slides?
      • For example, each team can have a separate Padlet.
      • Alternatively, each team can be designated a specific page of a Google Doc or slide of the Google Slide document (or teams can be given separate documents).
  • What tools will you use for simultaneous reporting?
    • The chat function? Sharing documents, such as Google Docs or Slides? Holding up colored cards, like those used in in-person classes? Gallery style, whereby each team reviews the other teams’ products and make comments and/or decisions about each one?
    • If you plan to teach an asynchronous class or incorporate asynchronous applications in a synchronous online class, what tools will you use to facilitate group interaction and intra-team discussion?
      • Discussion board forums? Padlet? Google Docs or Slides?
• Create an online application activity based on your answers to the above reflection questions.