Learner Perceptions of Team-Based Learning (TBL) Efficacy

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  • [教育方法・教育実践・教育学習支援] Learner Perceptions of Team-Based Learning (TBL) Efficacy

Abstract

This qualitative action-research study explored learner perceptions of Team-Based Learning (TBL) efficacy in a management course at a Japanese university. Integrating Self-Determination Theory and student engagement frameworks, the research examined how TBL aligns with students' psychological needs and engagement dimensions. Findings from thematic and quantitative analyses revealed that TBL significantly enhanced students' sense of competence, autonomy, and relatedness.It also fostered behavioral, emotional, cognitive, and agentic engagement.However,challenges such as language barriers, team dynamics,and peer evaluation fairness were noted.The study underscores TBL's potential in fulfilling basic psychological needs and promoting comprehensive engagement, highlighting the need for culturally sensitive adaptations and language support in TBL implementation. These insights are pivotal for educators aiming to enhance learner engagement and satisfaction in diverse educational settings.

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