Comparison of problem-based and team-based learning strategies: a multi-institutional investigation

Result code in IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14110%2F23%3A00133338" target="_blank" >RIV/00216224:14110/23:00133338 - isvavai.cz</a>

Result on the web

<a href="https://www.frontiersin.org/articles/10.3389/feduc.2023.1301269/full" target="_blank" >https://www.frontiersin.org/articles/10.3389/feduc.2023.1301269/full</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.3389/feduc.2023.1301269" target="_blank" >10.3389/feduc.2023.1301269</a>

Result language

angličtina

Original language name

Comparison of problem-based and team-based learning strategies: a multi-institutional investigation

Original language description

ObjectivesOver time, pedagogical practices in higher education have evolved significantly, which has led to the development of collaborative learning strategies. The study aims to compare the two most prominent ones - problem-based learning (PBL) and team-based learning (TBL). The comparison, integrated with Virtual Scenarios (VSs), involves student cohorts from various European institutions, specifically focusing on both PBL and TBL methods. The study is distinctive in its use of a consistent PBL/TBL methodology, ensured via joint staff training, and explores the perspectives of students and educators on these learning techniques. The overarching aim is to examine how PBL and TBL, coupled with VSs, influence problem-solving skills, independent learning, and student engagement.MethodsThe examination was made using feedback from 399 students and 11 tutors collected in four trials held in three institutions based in Czechia, the United Kingdom and Romania. The data gathered from surveys and a focus group discussion contained qualitative as well as quantitative data, such as Likert scale questions. To analyse the overall trends in learners' satisfaction with PBL and TBL sessions, the mean score calculated from the transformed Likert scale questions was compared between sessions and among institutions using multivariate ANOVA.ResultsThe students' satisfaction and learning experience are heavily influenced by specific conditions, primarily their prior experience, room and technical set-up, group composition and especially the personality of a tutor. Overall, both strategies were found to be well-received by students used to traditional teaching methods. Students accustomed to PBL did not find TBL more engaging or useful. The identified advantages of TBL over PBL were the presence of a content expert, readiness tests, acquiring the same knowledge ensured through the collective presence of all students in one session and unified pre-class materials. However, TBL is more demanding on room set-up and teaching staff coordination.ConclusionBoth strategies have been found to have pros and cons and neither showed clear superiority over the other one. An institution newly implementing PBL or TBL needs to focus on different aspects than an institution planning to switch from PBL to TBL.

Czech name

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Czech description

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Type

J_imp - Article in a specialist periodical, which is included in the Web of Science database

CEP classification

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OECD FORD branch

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Project

—

Continuities

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Publication year

2023

Confidentiality

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Name of the periodical

Frontiers in Education

ISSN

2504-284X

e-ISSN

2504-284X

Volume of the periodical

8

Issue of the periodical within the volume

December 2023

Country of publishing house

CH - SWITZERLAND

Number of pages

11

Pages from-to

1-11

UT code for WoS article

001136520100001

EID of the result in the Scopus database

2-s2.0-85181759992