Implementing team‐based learning in the life sciences: A case study in an online introductory level evolution and biodiversity course

• Published in: Ecology and evolution Vol. 11; no. 8; pp. 3527 - 3536
• Main Authors: Arcila Hernández, Lina M., Zamudio, Kelly R., Drake, Abby G., Smith, Michelle K.
• Format: Journal Article
• Language: English
• Published: England John Wiley & Sons, Inc 01-04-2021; John Wiley and Sons Inc; Wiley
• Subjects: Academic Practice in Ecology and Evolution; Accountability; Biodiversity; CAI; Case studies; Classrooms; College students; Computer assisted instruction; Design; distance education; Distance learning; Enrollments; Evolution; evolution & biodiversity education; Flexibility; Internet; Learning; Life sciences; Meetings; Online instruction; online learning; Pandemics; Public speaking; remote learning; Science education; Social distancing; STEM education; Student participation; Student retention; Students; Study abroad; Teaching; Teams; team‐based learning; remote learning; distance education; team‐based learning; evolution & biodiversity education; online learning
• ISSN: 2045-7758; 2045-7758
• DOI: 10.1002/ece3.6863

Team‐Based Learning (TBL) is a pedagogical tool that has great potential to develop student engagement, accountability, and equity in the online classroom. TBL is rooted in evidence‐based educational theories and practices that underlie many active learning approaches such as self‐testing, team discussion, and application of knowledge. The use of these approaches is associated with better student performance, retention, and sense of belonging in the classroom, aspects that are often reported to be especially lacking in online courses. Here, we describe how we implemented TBL in a face‐to‐face and an online introductory level evolution and biodiversity course. We implemented TBL in the face‐to‐face course (~200 students) starting in 2018 and in the online course (~30 students) starting in the summer of 2019. We used several online applications to facilitate the transition to an online platform such as Simbio, Slack, VoiceThread, Articulate 360, and Teammates. Our experiences using TBL approaches in the online course have been rewarding, and students are engaged and accountable for their learning and performed well in the course. Our goal is to provide an example of how we designed a life science course using TBL approaches and transitioned the course to an online environment. With the current switch to remote instruction and online learning, we recommend the use of TBL as a course design approach that can improve the students’ online learning experience.
Implementing Team‐based Learning (TBL) strategies and teamwork in online life science courses improves student engagement, equity, and accountability. Here, we provide a case study demonstrating how to use TBL in an online evolution and biodiversity course. With the current switch to remote instruction and online learning, we recommend the use of TBL as a course design approach that can improve the students’ online learning experience.