Experiences with team-based learning in an introductory bachelor course on sustainability

Abstract

ABSTRACTTeam-based learning (TBL) is a structured form of collaborative learning that is particularly beneficial in courses where students are expected to understand a significant amount of information to answer complex questions. Here we evaluate the implementation of TBL in a second-year undergraduate sustainability course. The course introduces structured and quantitative approaches for analysing human impacts on the natural environment. It consists of four learning units each focusing on a specific environmental issue, such as climate change and habitat loss. Teams of 5–6 students are formed at the beginning of the course. Each learning unit starts with individual pre-class preparation followed by a readiness assurance process. The remainder of the learning unit consists of assignments that require students to apply what they learned to environmental problems. In the peer evaluation, the students assess team members on their contribution to the team activities. The exam pass rates have been consistently high (> 82%) since we implemented TBL in 2016. The students’ appreciation of TBL increased over time, with 90% of respondents rating the added educational value of TBL as satisfactory or better in 2019. Teachers value the active participation of the students. Students repeatedly mentioned that they highly appreciate the collaboration in a team, increased both engagement and motivation. TBL’s biggest challenge is the facilitation of the discussions during the application sessions and making sure that the discussions remain concise while maintaining sufficient depth. TBL is now also implemented in other courses with structural attention to the development of collaborative skills.

Keywords

• TBL
• active learning
• readiness assurance tests
• driver-pressure-state-impact-response (DPSIR) framework
• peer feedback
• problem-based learning