Team-based and case-based learning : a hybrid pedagogy model enhancing students' academic performance and experiences at first-year tertiary level

• Published in: Australian educational researcher Vol. 46; no. 1; pp. 93 - 112
• Main Authors: Atwa, Shaimaa, Gauci-Mansour, Victoria J., Thomson, Russell, Hegazi, Iman
• Format: Journal Article
• Language: English
• Published: Dordrecht Springer Netherlands 01-03-2019; Springer; Springer Nature B.V
• Subjects: Academic Achievement; Case based learning; Case Method (Teaching Technique); Cognition & reasoning; Cognitive Development; Cognitive load; Collaborative learning; College Freshmen; Cooperative Learning; Critical thinking; Curricula; Didacticism; Education; Educational Environment; Educational Policy and Politics; Educational Psychology; Feedback; First year students; Higher education; Independent study; Instructional Effectiveness; Knowledge; Learning; Learning Processes; Metacognition; Motivation; Multimethod techniques; Pedagogy; Peer Relationship; Performance factors; Problem solving; Science; Science Curriculum; Science teaching; Self Management; Skill Development; Social construction; Student engagement; Student Experience; Student Motivation; Student retention; Students; Teacher Student Relationship; Teaching; Teaching and Teacher Education; Teaching Methods; Team based learning; Teamwork; Units of Study; University students; Australia; Science education; Pedagogy; Student motivation; Case-based Learning; Tertiary education; Student engagement; Academic performance; Self-regulation of learning; Team-based learning; Students’ experience
• ISSN: 0311-6999; 2210-5328
• DOI: 10.1007/s13384-018-0282-y

Students entering university are expected to be active, collaborative, self-regulated and self-directed in their learning. However, this expectation upon entry level is beyond their capacity due to the complex nature of tertiary education compared to that of secondary-level education. A novel hybrid pedagogical model integrating Team-based and case-based learning was employed to assist students to develop such skills. To explore the impact of the hybrid pedagogy, a mixed-methods research design was implemented examining students' academic performances and responses to a motivation and self-regulation of Learning questionnaire. Results revealed enhanced academic performance and high mean scores on questionnaire items, post intervention. Forty-four percent of total respondents provided some insight highlighting that curriculum contextualisation, relevance and positive social interdependence led to a positive student experience. In addition, student feedback also suggested that this model could be a useful analytical tool to personalise data-driven student feedback, identify students' gaps in knowledge and correct misconceptions. Overall, students' interactions with the learning material, their interactions with their instructors and their interactions among their peers are all enhanced, translating into increased academic performance in both summative and formative assessments. The success of implementing this hybrid pedagogical model may prove useful for different stakeholders such as curriculum designers, course coordinators and instructors in science units. [Author abstract]