Examining Student Perceptions of Their Experience in a TBL Formatted Capstone Course

Autor/inn/en	McCubbins, O. P.; Paulsen, Thomas H.; Anderson, Ryan
Titel	Examining Student Perceptions of Their Experience in a TBL Formatted Capstone Course
Quelle	In: Journal of Agricultural Education, 59 (2018) 1, S.135-152 (18 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-0541
Schlagwörter	Student Attitudes; Student Experience; Teamwork; Teaching Methods; Curriculum; Active Learning; Farm Management; Pretests Posttests; Comparative Analysis; Agricultural Education; College Students; Transformative Learning; Blended Learning; Learning Activities; Class Activities; Problem Solving; Decision Making; Statistical Analysis; Iowa + Suchen Sie Ihr Suchwort? Schülerverhalten; Studienerfahrung; Teaching method; Lehrmethode; Unterrichtsmethode; Curricula; Lehrplan; Rahmenplan; Aktives Lernen; Agriculture; Education; Landwirtschaftliche Ausbildung; Landwirtschaft; Ausbildung; Collegestudent; Pädagogische Transformation; Lernaktivität; Problemlösen; Decision-making; Entscheidungsfindung; Statistische Analyse
Abstract	While shown to be less effective than active learning strategies, traditional methods of content delivery in post-secondary classrooms are the most prominent. Flipped classrooms, an example of an active learning approach, have been shown to be effective in long-term student outcomes. Team-Based Learning (TBL), a specific application of the flipped approach, has been linked to an increase in student performance, engagement, and satisfaction. TBL emphasizes the application of content knowledge through structured problem solving and decision making activities. The capstone farm management course at Iowa State University was recently restructured to implement TBL. This course revision sought to emphasize the development of skills necessary for success in an evolving workforce. The purpose of this study was to examine student perceptions concerning their attitudes and beliefs about learning, their motivation to learn, and their professional development through critical thinking. Pretest and posttest measures were compared and showed statistically significant increases across all three areas. These results offer valuable insight for the adoption of student-centered teaching methods, specifically TBL. Further examination of this teaching method compared to traditional teaching methods is warranted and recommended. (As Provided).
Anmerkungen	American Association for Agricultural Education. P.O. Box 7607, Department of Agricultural and Extension Education, Raleigh, NC 27695. Web site: http://www.aaaeonline.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01