The Relative Effect of Team-Based Learning on Motivation and Learning: A Self-Determination Theory Perspective.
The Relative Effect of Team-Based Learning on Motivation and Learning: A Self-Determination Theory Perspective.
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DOI：
10.1187/cbe.17-03-0055
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发表时间：
2017
期刊：
影响因子：
--
通讯作者：
Mæland S
中科院分区：
文献类型：
--
作者：
Jeno LM;Raaheim A;Kristensen SM;Kristensen KD;Hole TN;Haugland MJ;Mæland S
本研究采用准实验研究的方法，探讨了课堂教学和团队教学对学生学习动机和学习效果的影响。结果表明，学生一般更自主的动机和能力，在团队为基础的课程，相对于讲座为基础的课程，但也不太积极，更多的外部监管。本研究采用准实验研究的方法，探讨了基于团队的学习（TBL）对学习动机和学习效果的影响。本研究以自我决定理论为基础，探讨在大学物理治疗课程中实施任务型教学的动机效果。采用单组前后测设计。研究结果表明，从课堂讲授到任务型教学，学生的内在动机、自我调节、自我能力和自我支持感显著提高。结果进一步表明，学生的参与和感知学习显着增加。最后，学生的动机下降，从前测到后测，但是，学生报告更高的外部调节作为任务型学习的功能。路径分析表明，内在动机，感知能力和外部监管的增加正预测参与度的增加，这反过来又预测感知学习的增加。我们认为，任务型教学的特点，而不是讲座，很可能从事学生和促进能力的感觉。任务型教学是一种主动的学习方式，而不是被动的课堂学习，这可能解释了学生对教师支持自主性的看法的增加。相反，TBL对学生提出的更高要求可能是外部监管增加的原因。的结果的局限性和实际意义进行了讨论。
A quasi-experimental study tested the effect of lecture-based courses and team-based courses on students’ motivation and learning. The results show that students in general were more autonomously motivated and competent in the team-based courses, relative to the lecture-based courses, but also less amotivated and more externally regulated. We investigate the effects of team-based learning (TBL) on motivation and learning in a quasi-experimental study. The study employs a self-determination theory perspective to investigate the motivational effects of implementing TBL in a physiotherapy course in higher education. We adopted a one-group pretest–posttest design. The results show that the students’ intrinsic motivation, identified regulation, perceived competence, and perceived autonomy support significantly increased going from lectures to TBL. The results further show that students’ engagement and perceived learning significantly increased. Finally, students’ amotivation decreased from pretest to posttest; however, students reported higher external regulation as a function of TBL. Path analysis shows that increases in intrinsic motivation, perceived competence, and external regulation positively predict increases in engagement, which in turn predict increases in perceived learning. We argue that the characteristics of TBL, as opposed to lectures, are likely to engage students and facilitate feelings of competence. TBL is an active-learning approach, as opposed to more passive learning in lectures, which might explain the increase in students’ perception of teachers as autonomy supportive. In contrast, the greater demands TBL puts on students might account for the increase in external regulation. Limitations and practical implications of the results are discussed.
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DOI：
10.1187/cbe.16-07-0212
发表时间：
2016
期刊：
CBE life sciences education
影响因子：
--
作者：
Cavanagh AJ;Aragón OR;Chen X;Couch A;Durham F;Bobrownicki A;Hanauer DI;Graham MJ
通讯作者：
Graham MJ
影响因子：
7.6
作者：
BARON, RM;KENNY, DA
通讯作者：
KENNY, DA
影响因子：
3.6
作者：
Deci, EL;Ryan, RM;Williams, GC
通讯作者：
Williams, GC
影响因子：
3.2
作者：
Diseth, Age;Danielsen, Anne G.;Samdal, Oddrun
通讯作者：
Samdal, Oddrun
影响因子：
4.6
作者：
ABRAMSON, LY;SELIGMAN, MEP;TEASDALE, JD
通讯作者：
TEASDALE, JD