Mott, J., & Peuker, S. (2015, June), Using Team-based Learning to Ensure Student Accountability and Engagement in Flipped Classrooms   Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.25022

\bibitem{asee_peer_25022}
  Mott, J., \& Peuker, S. (2015, June), \emph{Using Team-based Learning to Ensure Student Accountability and Engagement in Flipped Classrooms }
  Paper presented at 2015 ASEE Annual Conference \& Exposition, Seattle, Washington.
  10.18260/p.25022

Jennifer Mott and Steffen Peuker.  "Using Team-based Learning to Ensure Student Accountability and Engagement in Flipped Classrooms ".  2015 ASEE Annual Conference & Exposition, Seattle, Washington, 2015, June.  ASEE Conferences, 2015.  https://peer.asee.org/25022 Internet.  14 Dec, 2024

\bibitem{asee_peer_25022}
  Jennifer Mott and Steffen Peuker.
  "Using Team-based Learning to Ensure Student Accountability and Engagement in Flipped Classrooms ".
  \emph{2015 ASEE Annual Conference \& Exposition, Seattle, Washington, 2015, June}.
  ASEE Conferences, 2015.
  https://peer.asee.org/25022 Internet.  14 Dec, 2024

@INPROCEEDINGS{asee_peer_25022
author = "Jennifer Mott and Steffen Peuker"
title = "Using Team-based Learning to Ensure Student Accountability and Engagement in Flipped Classrooms "
booktitle = "2015 ASEE Annual Conference \& Exposition"
year = "2015"
month = "June"
address = "Seattle, Washington"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/25022}
number = {10.18260/p.25022}
}

TY  - CPAPER
AB  -                 Ensuring Student Accountability and Engagement in                 Flipped Classrooms Using Team Based Learning        Team Based Learning (TBL) is a specific pedagogical tool that emphasizes collaborativelearning and is distinct from other team or group activities because it follows a prescribedsequence of individual work and group work, and includes immediate feedback as well as peerevaluation. TBL is similar to a flipped classroom in the sense that students have a reading to dobefore class and prepare for in-class discussions and activities. The uniqueness of TBL is that inclass students work in permanent teams throughout the quarter, activities follow a prescribedprocess–first a reading assignment, then an in-class quiz, and finally problems solved in classthat require students to apply facts and concepts from the pre-reading. The advantages of usingTBL in the class room include: (1) students are held accountable for individual (pre-class) andgroup (in-class) work. (2) The responsibility for learning shifts from the instructor to thestudents, promoting lifelong learning skills. (3) The majority of class time is used for teamassignments that apply the course content applied to large difficult problems. (4) The studentsare actively engaged during class time.        Team Based Learning has been implemented in five mechanical engineering courses inthe thermal sciences. The courses range from fundamental foundation courses, e.g.,thermodynamics, to a senior level technical elective. To assess the success of using Team BasedLearning, the Team Based Learning Student Assessment Instrument (TBL-SAI), wasadministered at the end of the course term. The TBL-SAI is validated to measure (1) studentaccountability, (2) TBL vs. lecture preference, and (3) student satisfaction. In addition, studentgrades, anonymous student feedback, and student comments give an indication about the level ofsuccess of the TBL taught courses.         Over 150 students have participated in TBL taught mechanical engineering courses. Theresults of the TBL-SAI indicated that 93% of the students have felt accountable to not onlythemselves, but also to their team to participate in the learning. The individual quiz scoresconfirm that students are coming to class prepared. The majority of students—72% showed apreference for TBL—compared to lecture instruction. In addition, 87% of the students weresatisfied with the course. Student comments ranged, but in general students commented on theuniqueness of the course format and that they remembered the course material better comparedto their lecture based courses.        The results show that students are accountable for their learning in a TBL flippedclassroom. Students were engaged in the classroom talking to each other and the instructor aboutthe process and answers to the in-class solved problems. The TBL-SAI results show a positiveexperience of the students. The course instructors reported the students are were prepared forclass and were engaged in the activities, the class discussions were in depth and covered a largerange of topics, making student-instructor interactions more professional.
AU  - Jennifer Mott
AU  - Steffen Peuker
CY  - Seattle, Washington
DA  - 2015/06/14
PB  - ASEE Conferences
TI  - Using Team-based Learning to Ensure Student Accountability and Engagement in Flipped Classrooms 
UR  - https://peer.asee.org/25022
DO  - 10.18260/p.25022
ER  -