基于团队的学习影响:学生和教师辅导员的比较研究
Risa Iida1, Mai Tanaka1, Minami Torigoe1
1Department of Nutritional Science, Tokyo University of Agriculture, Tokyo, Japan.
Education for health (Abingdon, England)
|December 22, 2023
概括
在营养教育中,学生领导的团队学习 (TBL) 发现与教师领导的TBL同样有效或更有效. 这种积极学习策略增强了所有学生的理解,参与和学术表现.
科学领域:
- 营养教育 营养教育
- 高等教育教学的教学.
- 积极学习策略 积极学习策略
背景情况:
- 基于团队的学习 (TBL) 是健康专业教育中流行的积极学习方法.
- 这项研究调查了营养学学生对学生领导的与教师领导的TBL辅导员的看法.
研究的目的:
- 评估营养学生对团队学习中的学生与教师辅导员的看法.
- 为了比较学生主导的TBL与教师主导的TBL的有效性.
主要方法:
- 117名第二年营养学学生参加了由教师主导和学生主导的TBL课程.
- 调查问卷评估了学习者和学生辅导员对学生领导的TBL的看法.
- 进行了定量和定性数据分析.
主要成果:
- 学习者认为学生主导的TBL在理解 (93.0%),积极参与 (96.5%) 和学业绩提高 (93.9%) 中同等或更有效.
- 学生辅导员报告说,他们的知识,信心,沟通和领导能力有所提高.
- 无论是学习者还是辅导者,都发现学生主导的TBL比教师主导的TBL更有效.
结论:
- 学生主导的TBL是高等教育中有效的学习策略.
- 这种方法支持在学术课程中转向以学生为中心的学习.
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