Team-Based Learning Theory Applied to Engineering Education: A Systematic Review of Literature

Homero Gregorio Murzi

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Conference: 2014 ASEE Annual Conference & Exposition
Location: Indianapolis, Indiana
Publication Date: June 15, 2014
Start Date: June 15, 2014
End Date: June 18, 2014
ISSN: 2153-5965
Conference Session: Design in Engineering Education Division Poster Session
Tagged Division: Design in Engineering Education
Page Count: 12
Page Numbers: 24.1175.1 - 24.1175.12
DOI: 10.18260/1-2--23108
Permanent URL: https://peer.asee.org/23108
Download Count: 730

Paper Authors

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Homero Gregorio Murzi Virginia Polytechnic Institute and State University orcid.org/0000-0003-3849-2947

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Homero is currently a PhD Student and Graduate Teaching Assistant in the Department of Engineering Education at Virginia Polytechnic Institute and State University. He is also an assistant professor in the Industrial Engineering department at the National University of Tachira in Venezuela. He holds a Bachelor and Master degree in Industrial Engineering from the National University of Tachira in Venezuela and a Master in Business Administration from Temple University. Homero was member of the Fulbright program from 2011 to 2013.

Homero's current research interests are in active learning pedagogies, cultural differences, teamwork, and entrepreneurship education.

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Abstract

Team-Based Learning Theory Applied to Engineering Education: A Systematic Review of LiteratureThe Accreditation Board for Engineering and Technology (ABET) and industry are demandingthat engineering schools produce graduates with problem solving skills and able to work ingroups effectively (Terenzini, Cabrera, Colbeck, Parente, & Bjorklund, 2001). Research done bySeely (1999) and the American Society for Engineering Education (ASEE) (2012) assert thatimproving teaching practices is necessary to help students develop those skills. The authors makeemphasis on the importance of collaborative teaching strategies as a pillar of the development offuture engineers. Similarly a report from the Executive Office of the President President’sCouncil of Advisors on Science and Technology (2012) recommended the incorporation ofactive learning in engineering education.According to Terenzini et al. (2001) traditional teaching methods in engineering education do notproduce necessary creative thinking or teamwork skills; collaborative learning, however, hasbeen shown to promote those skills. Several authors, such as Haidet, Khrisnan, Michaelsen,Knight, and Fink (as cited in Freeman, 2012, p.156; and as cited in Gallegos and Peeters, 2011,p.30), have done research in the medical education field focusing on team-based learning (TBL)as an instructional strategy and have demonstrated favorable results in the students learningoutcomes. In the engineering education field, however, there are few examples of team-basedlearning strategies implemented. In research done in the field, TBL is commonly confused withcollaborative learning and cooperative learning. The Team based learning model used byMichaelsen, Knight, and Fink (2002) is used in this research as the theoretical framework todefine team-based learning.The purpose of this research review is to demonstrate the relevance of team-based learning inengineering education. In addition the research will serve as a reference to identifymisconceptions and establishing differences between cooperative, collaborative, problem-basedand team-based learning. Further implications for practice and future directions for research areidentified.The research method was a systematic review of several articles, published in the past 5 yearsdescribing the implementation of active learning in engineering education. Team-based learningwas identified in several articles, in some cases with a different title. The research addressed thefollowing questions: What learning outcomes have engineering educators sought to develop withthe implementation of active learning? What misconceptions are identified when using the termsteam-based learning, collaborative learning or cooperative learning? How does problem-basedlearning relates to the use of team-based learning strategies? What literature has been used tosustain the implementation of active learning?The research results are a contribution not only to map recent research done in engineeringeducation instructional innovations, but also in developing a unique theoretical framework inteam-based learning and to clarify possible misconceptions when applying the concept inpractice.Key words: teamwork, team-based learning, creativity, systematic review ReferencesAmerican Society for Engineering Education (ASEE). (2012). Innovation with Impact: Creating a Culture for Scholarly and Systematic Innovation in Engineering Education. Washington, DC: Author. Executive Office of the President President’s Council of Advisors on Science and Technology. (2012). REPORT TO THE PRESIDENT ENGAGE TO EXCEL: PRODUCING ONE MILLION ADDITIONAL COLLEGE GRADUATES WITH DEGREES IN SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS. President's Council of Advisors of Science and Technology. Washington, DC. Freeman, M. (2012). To adopt or not to adopt innovation: A case study of team-‐based learning. The International Journal of Management Education, 10(3), 155-‐168. doi: To adopt or not to adopt innovation: A case study of team-‐based learning Gallegos, P. J., & Peeters, M. (2011). A measure of teamwork perceptions for team-‐based learning. Currents in Pharmacy Teaching and Learning, 3(1), 30-‐35. Michaelsen, L., Knight, A., & Fink, D. (2002). Team-‐based learning: a transformative use of small groups: Greenwood publishing group. Seely, B. E. (1999). The Other Re-‐engineering of Engineering Education, 1900–1965. Journal of Engineering Education, 88(3), 285 -‐ 294. doi: 10.1002/j.2168-‐ 9830.1999.tb00449.x Terenzini, P. T., Cabrera, A. F., Colbeck, C. L., Parente, J. M., & Bjorklund, S. A. (2001). Collaborative Learning vs. Lecture/Discussion: Students’ Reported Learning Gains. Journal of Engineering Education, 90(1), 123–130. doi: 10.1002/j.2168-‐ 9830.2001.tb00579.x

Citation
Format

Murzi, H. G. (2014, June), Team-Based Learning Theory Applied to Engineering Education: A Systematic Review of Literature Paper presented at 2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana. 10.18260/1-2--23108

TY - CPAPER
AB - Team-Based Learning Theory Applied to Engineering Education: A Systematic Review of LiteratureThe Accreditation Board for Engineering and Technology (ABET) and industry are demandingthat engineering schools produce graduates with problem solving skills and able to work ingroups effectively (Terenzini, Cabrera, Colbeck, Parente, &amp; Bjorklund, 2001). Research done bySeely (1999) and the American Society for Engineering Education (ASEE) (2012) assert thatimproving teaching practices is necessary to help students develop those skills. The authors makeemphasis on the importance of collaborative teaching strategies as a pillar of the development offuture engineers. Similarly a report from the Executive Office of the President President’sCouncil of Advisors on Science and Technology (2012) recommended the incorporation ofactive learning in engineering education.According to Terenzini et al. (2001) traditional teaching methods in engineering education do notproduce necessary creative thinking or teamwork skills; collaborative learning, however, hasbeen shown to promote those skills. Several authors, such as Haidet, Khrisnan, Michaelsen,Knight, and Fink (as cited in Freeman, 2012, p.156; and as cited in Gallegos and Peeters, 2011,p.30), have done research in the medical education field focusing on team-based learning (TBL)as an instructional strategy and have demonstrated favorable results in the students learningoutcomes. In the engineering education field, however, there are few examples of team-basedlearning strategies implemented. In research done in the field, TBL is commonly confused withcollaborative learning and cooperative learning. The Team based learning model used byMichaelsen, Knight, and Fink (2002) is used in this research as the theoretical framework todefine team-based learning.The purpose of this research review is to demonstrate the relevance of team-based learning inengineering education. In addition the research will serve as a reference to identifymisconceptions and establishing differences between cooperative, collaborative, problem-basedand team-based learning. Further implications for practice and future directions for research areidentified.The research method was a systematic review of several articles, published in the past 5 yearsdescribing the implementation of active learning in engineering education. Team-based learningwas identified in several articles, in some cases with a different title. The research addressed thefollowing questions: What learning outcomes have engineering educators sought to develop withthe implementation of active learning? What misconceptions are identified when using the termsteam-based learning, collaborative learning or cooperative learning? How does problem-basedlearning relates to the use of team-based learning strategies? What literature has been used tosustain the implementation of active learning?The research results are a contribution not only to map recent research done in engineeringeducation instructional innovations, but also in developing a unique theoretical framework inteam-based learning and to clarify possible misconceptions when applying the concept inpractice.Key words: teamwork, team-based learning, creativity, systematic review ReferencesAmerican Society for Engineering Education (ASEE). (2012). Innovation with Impact: Creating a Culture for Scholarly and Systematic Innovation in Engineering Education. Washington, DC: Author. Executive Office of the President President’s Council of Advisors on Science and Technology. (2012). REPORT TO THE PRESIDENT ENGAGE TO EXCEL: PRODUCING ONE MILLION ADDITIONAL COLLEGE GRADUATES WITH DEGREES IN SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS. President&#39;s Council of Advisors of Science and Technology. Washington, DC. Freeman, M. (2012). To adopt or not to adopt innovation: A case study of team-‐based learning. The International Journal of Management Education, 10(3), 155-‐168. doi: To adopt or not to adopt innovation: A case study of team-‐based learning Gallegos, P. J., &amp; Peeters, M. (2011). A measure of teamwork perceptions for team-‐based learning. Currents in Pharmacy Teaching and Learning, 3(1), 30-‐35. Michaelsen, L., Knight, A., &amp; Fink, D. (2002). Team-‐based learning: a transformative use of small groups: Greenwood publishing group. Seely, B. E. (1999). The Other Re-‐engineering of Engineering Education, 1900–1965. Journal of Engineering Education, 88(3), 285 -‐ 294. doi: 10.1002/j.2168-‐ 9830.1999.tb00449.x Terenzini, P. T., Cabrera, A. F., Colbeck, C. L., Parente, J. M., &amp; Bjorklund, S. A. (2001). Collaborative Learning vs. Lecture/Discussion: Students’ Reported Learning Gains. Journal of Engineering Education, 90(1), 123–130. doi: 10.1002/j.2168-‐ 9830.2001.tb00579.x
AU - Homero Gregorio Murzi
CY - Indianapolis, Indiana
DA - 2014/06/15
PB - ASEE Conferences
TI - Team-Based Learning Theory Applied to Engineering Education: A Systematic Review of Literature
UR - https://peer.asee.org/23108
DO - 10.18260/1-2--23108
ER -