Integrated Case-based and Team-based learning in Science: a model for teaching and learning

Year: 2017

Author: Atwa, Shaimaa, Mansour, Victoria, Thomson, Russell, Hegazi, Iman

Type of paper: Abstract refereed

Objective. To introduce a teaching & learning model, utilizing Team-based (TB) and Case-based (CB) learning, to enhance student's academic performance and metacognition.

Model Design. Unit content was presented in a large-scale lecture format. Students individually completed timed 'readiness quizzes' consisting of 10 multiple choice questions (MCQs), answers of which were not revealed. In the related topic tutorial, students completed the same MCQs in their randomly self-allocated groups. This was followed by facilitated large group discussions where an educator filled in the gaps in understanding. Subsequently, students worked, within their groups, on similar concepts, through a scaffolded case study. At the end of the tutorial, the educator facilitated large group discussions to consolidate the information using concept-maps.

Method. Students' metacognition was measured by means of a Motivation & Self-regulation of Learning survey. Deep-level processing and collaborative learning of the unit content was measured through student feedback on 'readiness quizzes' and case-studies. Academic performances in pre- and post-intervention cohorts were compared by looking at average academic scores per summative assessments. All data analyzed were de-identified and peer-reviewed by another researcher.

Statistical analysis. A mixed method approach was implemented using pre-and post-intervention survey. Thematic analysis was used to categorize the qualitative data into themes and sub-themes. Statistical paired t-test was used to compare individual and group 'readiness quiz' marks and linear regression was used to examine the effect size across time. One-Way ANOVA (Turkey HSD) was conducted to compare mean assessment marks across past cohorts (n= 288) utilizing traditional pedagogy and current cohort (n=125) using TB and CB Learning.

Results. The post-intervention Motivation & Self-regulation of Learning survey (76% response rate) results revealed high numerical mean scores for independent learning, facilitation of effective learning, integration, relevance, and teamwork. Approximately 44 % of students' response to the open-ended questions revealed positive social interdependence between students, indicating that their experiences had been strongly influenced by their interactions with team members. Students' responses also suggest that the 'readiness quizzes' can be used as an analytical and diagnostic tool to identify students' gaps in knowledge and correct misconceptions. This data suggests that students' interactions with the learning material, instructors and among themselves was enhanced, which has translated into increased academic performance.

Conclusion. The TB and CB Learning model was successful in enhancing inquiry-based collaborative learning and promoting self-regulated learning (metacognition). This model enhanced student engagement and academic performance on assessment tasks that mirrored the same pedagogy used.