The case for assessable in-class team-based learning

Mark Freeman, Susan McGrath-Champ, Steve Clark, Lucy Taylor

Abstract


In-class assessable team-based learning aims to motivate students to do pre-class reading and participate inclass via team quizzes. Pre-class preparation allows teachers to address learning gaps using individual quizzes, while team quizzes promote peer interaction and active learning. The pilot project replicated Michaelsen’s approach with the aim of improving learning in diverse student cohorts with minimal impact on staff time. The aim of the research was to report the replication of this approach in the Australian context and the impact on both students and staff. Academics with diverse classes wishing to explore this innovative approach to in-class team-based learning should find this research helpful.

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