The active collaborative learning for student success project ran from March 2017 – February 2019 and has now concluded. This website serves as a historic legacy and is no longer regularly updated.
Why we took this approach
- To improve student engagement with pre-class course concepts
- To provide opportunities for peer learning
- To improve feedback to students
- To focus class time on application of knowledge
- To develop skills in problem solving, critical thinking, communication and working in teams
What we did
- We used a validated tool, the TBL Student Assessment Instrument (TBL-SAI) to assess student accountability, preference for, and satisfaction with TBL
- We also compared module examination performance of two cohorts who learned used TBL with the performance of two cohorts who took the module pre-TBL
- Finally, we carried out a focus group with 12 students to ascertain their views and opinions on learning using TBL
The challenges we faced
- Suggestions to improve the module included improving the timings of application exercises and better facilitation by staff
Feedback and Reflections
Students said:
- TBL has been so good and rewarding to the point that I am suggesting that we use it within the optional modules. It almost makes me want to be a first year again
- TBL was a great way to interact with others. I felt I learnt a lot from my team
- TBL was a great way to interact with the group and also made sure we all completed our pre-reading!
- They need to be stricter with timings, you’re often waiting for everyone to finish when you could move on to the next exercise
- TBL has been one of the major strengths in this module it helped me learn and understand more by working as a team
