Team-Based Learning: A Promising Strategy for Use in Online Distance Education
Team-Based Learning: A Promising Strategy for Use in Online Distance Education
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基于团队的学习：在线远程教育中的一种有前途的策略
DOI：
10.4236/ce.2021.121020
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发表时间：
2021
期刊：
影响因子：
--
通讯作者：
António Quintas
中科院分区：
文献类型：
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作者：
Rozangela Maria de Almeida Fernandes Wyszomirska;R. J. Pennaforte;Fernando Gomes de Barros Costa;Eliane Monteiro Cabral Warren;António Quintas
从2000年代开始，一些医学院开始出现积极的教学方法，从传统的教学方法演变为使用方法，如基于团队的学习（TBL），其中学生作为他学习的主角。2020年，随着疫情的爆发，需要采取社交距离措施，教育领域出现了一个新的现实，即将传统上亲自执行的战略调整为在线形式。本文的目的是构建和执行任务型教学设计，基于在线远程教育的原则和技术的使用。本文简要回顾了TBL方法和在线格式的战略设计，并提供了一个路线图，以适应在已知平台上执行并可供在线使用。本文还介绍了利用TBL在线通过模块平台在第一学期的第四年的医学院课程的报告。在心理学课程第一年的第二学期和护理类的药理学研究生课程中，基于团队的学习是通过微软的平台进行的。值得一提的是，对于Moddle，确保小组准备和响应的问卷是在平台上进行的，而对于TEAMS，问卷是通过另一个平台Socrative进行的，该平台被证明是敏捷和兼容的。我们的结论是，任务型教学法是完全可行的远程模式，提出了显着的学习，但观察到一些困难，如需要一个安全，高效的互联网网络，以及对学生和教师的数字知识的依赖。
Beginning in the 2000s, active methodologies began to emerge in some medical schools, evolving from the traditional teaching methodology to the use of methodologies, such as team-based learning (TBL), in which the student acts as the protagonist of his learning. In 2020, with the outbreak of a pandemic that required measures of social distance, a new reality emerged in the educational field, which was the adaptation of strategies traditionally carried out in person for the online format. The purpose of this article was to structure and execute a TBL design, based on the principles of online distance education and the use of technologies. The article presents a brief review of the TBL methodology and the design of the strategy in the online format, with a roadmap to adapt the execution on known platforms and available for online use. The article also presents reports of the utilization of TBL online through the Moddle platform in the first semester of the fourth year of a medical school course. In a second semester of the first year of a Psychology course and in a pharmacology graduate course for a nursing class, the Team-based learning was conducted by Microsoft’s platform. It is worth mentioning that for Moddle, the questionnaires to guarantee preparation and response in groups were carried out on the platform itself, while for TEAMS, the questionnaires were carried out through another platform, Socrative, which proved to be agile and compatible. We conclude that the TBL methodology is perfectly feasible in the distance modality, presenting significant learning, but some difficulties are observed, such as the need for a safe and efficient internet network, as well as the dependence on the student’s and teacher’s digital knowledge.