Team-based learning

A new approach to enhance quality Education in higher Education institution

Abstract

This study investigated the current practices, impacts and challenges of team- based learning in Wollega University. The study intended to compare the practices of different colleges under Wollega University. The researcher used mixed approach and survey method to investigate the issue. Data was gathered from college Academic issue coordinators, Department heads, instructors and students through survey questionnaire, in-depth interview and focus group discussion. Purposive and simple random sampling techniques were employed to select the sample population. The main findings of the study indicate that, in all colleges, students were arranged in to 1-5 teams; most of the students were engaged in team - based learning modality, significant number of teachers were implementing this strategy of learning as part of their regular classes. Majority of the department heads and instructors agreed that the interdependence among team members depends on the interest and view of team leaders. Most of the time when two or more bright learners grouped in the same team, they develop an interest to work together, share responsibility and learn from each other. All students in all colleges have positive attitude towards team –based learning. However, the view of instructors was different from students’ attitude (some have positive and others negative attitude). Peer evaluation is not known in all sampled colleges (even in the evaluation policy of the university). Therefore, top management of the university, college deans and department heads should be committed to support and follow up the practices of TBL through supervision, training and facilitating discussion at all levels. All university instructors should implement incentive system in their courses to motivate all team members to engage in all team activities. This incentive mechanism also incorporated in the assessment policy of the university, To increase the positive interdependence of students, and students’ success team leaders should assign activities for individual team member and take measure on those who do not discharge their responsibility in conjunction with course instructors.