Connecting individuals through wires: How groups can regulate their learning through computer support

Whitetaker (2015) conducted a study to compare the effectiveness of Team-Based Learning (TBL) with traditional instructor-led learning in self-regulated online learning outcomes in an undergraduate Practicum course of evidence-based research. . To examine the effectiveness of online TBL, Whitetaker (2015) designed a quasi-experimental study for a period of one year, where he divided the population of undergraduate nursing students taking the online Practicum course into two independent groups (98 students). in the control group and 86 in the experimental group). The experimental group received a TBL treatment, while the control group received traditional instruction. The data was collected by measuring the time of participation in on-line pre-class activities and the scores of the course exams. Thus, the time spent participating in online course activities was the measure of self-regulated learning, while the class test scores (two multiple-choice tests) was the measure of the cognitive learning outcome. The data collected were analyzed using a T test to examine the differences between the two groups. In this study it was reported that the experimental team-based learning (TBL) group demonstrated higher levels of self-regulated learning activity than the control group. It is concluded that the TBL is an effective and adequate instructional strategy for online learning programs. This research is relevant to this Series because it shows us how the social factor of learning through team dynamics (peer pressure and group discussions) increases the motivation to learn in the participants, which in turn increases the learning behaviors self-regulated.

Sources and further readings:

Whittaker, A. A. (2015). Effects of team-based learning on self-regulated online learning. International journal of nursing education scholarship, 12(1), 45-54.