Rights statement: This is the author’s version of a work that was accepted for publication in Education for Chemical Engineers. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in Education for Chemical Engineers, 18, 2017 DOI: 10.1016/j.ece.2016.09.001
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Final published version
Research output: Contribution to Journal/Magazine › Journal article › peer-review
Research output: Contribution to Journal/Magazine › Journal article › peer-review
}
TY - JOUR
T1 - Team-based learning for first year engineering students
AU - Najdanovic, Vesna
N1 - This is the author’s version of a work that was accepted for publication in Education for Chemical Engineers. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in Education for Chemical Engineers, 18, 2017 DOI: 10.1016/j.ece.2016.09.001
PY - 2017/1
Y1 - 2017/1
N2 - Although it was originally developed for a business school environment to promote the benefits of small-group teaching in a large group setting, the method of the Team-based Learning (TBL) has recently been increasingly used within medical education. On the other hand, the reports on its implementation in engineering and science education are much scarcer. The aim of this work is to discuss the experience, evaluation and lessons learned from the implementation of the TBL within a Year 1 engineering module − Process Engineering Fundamentals, enrolling 115 students, and the TBL method was introduced for the first time.To evaluate the acquired knowledge and perception of TBL, a students’ performance analysis and questionnaire were completed on two occasions. It was observed that the TBL approach improved student learning, enhanced their integration and sharing of knowledge in class, supporting the implementation of this method in engineering disciplines.
AB - Although it was originally developed for a business school environment to promote the benefits of small-group teaching in a large group setting, the method of the Team-based Learning (TBL) has recently been increasingly used within medical education. On the other hand, the reports on its implementation in engineering and science education are much scarcer. The aim of this work is to discuss the experience, evaluation and lessons learned from the implementation of the TBL within a Year 1 engineering module − Process Engineering Fundamentals, enrolling 115 students, and the TBL method was introduced for the first time.To evaluate the acquired knowledge and perception of TBL, a students’ performance analysis and questionnaire were completed on two occasions. It was observed that the TBL approach improved student learning, enhanced their integration and sharing of knowledge in class, supporting the implementation of this method in engineering disciplines.
KW - Teaching Practices
KW - Pedagogical Innovation
KW - Group Work
KW - Active Learning
U2 - 10.1016/j.ece.2016.09.001
DO - 10.1016/j.ece.2016.09.001
M3 - Journal article
VL - 18
SP - 26
EP - 34
JO - Education for Chemical Engineers
JF - Education for Chemical Engineers
SN - 1749-7728
ER -