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@article{2368018,
author = {Koriťáková, Eva and Jivram, Trupti and GilcaandBlanariu, GeorgianaandEmmanuela and Churová, Vendula and Poulton, Ella and Ciureanu, Adrian Ioan and Louis, Chandran and Stefanescu, Gabriela and Schwarz, Daniel},
article_location = {Lausanne},
article_number = {December 2023},
doi = {http://dx.doi.org/10.3389/feduc.2023.1301269},
keywords = {collaborative learning activities; problem-based learning; team-based learning; virtual scenario; attitude surveys},
language = {eng},
issn = {2504-284X},
journal = {Frontiers in Education},
title = {Comparison of problem-based and team-based learning strategies: a multi-institutional investigation},
url = {https://www.frontiersin.org/articles/10.3389/feduc.2023.1301269/full},
volume = {8},
year = {2023}
}
TY - JOUR
ID - 2368018
AU - Koriťáková, Eva - Jivram, Trupti - Gilca-Blanariu, Georgiana-Emmanuela - Churová, Vendula - Poulton, Ella - Ciureanu, Adrian Ioan - Louis, Chandran - Stefanescu, Gabriela - Schwarz, Daniel
PY - 2023
TI - Comparison of problem-based and team-based learning strategies: a multi-institutional investigation
JF - Frontiers in Education
VL - 8
IS - December 2023
SP - 1-11
EP - 1-11
PB - Frontiers Media
SN - 2504284X
KW - collaborative learning activities
KW - problem-based learning
KW - team-based learning
KW - virtual scenario
KW - attitude surveys
UR - https://www.frontiersin.org/articles/10.3389/feduc.2023.1301269/full
N2 - ObjectivesOver time, pedagogical practices in higher education have evolved significantly, which has led to the development of collaborative learning strategies. The study aims to compare the two most prominent ones - problem-based learning (PBL) and team-based learning (TBL). The comparison, integrated with Virtual Scenarios (VSs), involves student cohorts from various European institutions, specifically focusing on both PBL and TBL methods. The study is distinctive in its use of a consistent PBL/TBL methodology, ensured via joint staff training, and explores the perspectives of students and educators on these learning techniques. The overarching aim is to examine how PBL and TBL, coupled with VSs, influence problem-solving skills, independent learning, and student engagement.MethodsThe examination was made using feedback from 399 students and 11 tutors collected in four trials held in three institutions based in Czechia, the United Kingdom and Romania. The data gathered from surveys and a focus group discussion contained qualitative as well as quantitative data, such as Likert scale questions. To analyse the overall trends in learners' satisfaction with PBL and TBL sessions, the mean score calculated from the transformed Likert scale questions was compared between sessions and among institutions using multivariate ANOVA.ResultsThe students' satisfaction and learning experience are heavily influenced by specific conditions, primarily their prior experience, room and technical set-up, group composition and especially the personality of a tutor. Overall, both strategies were found to be well-received by students used to traditional teaching methods. Students accustomed to PBL did not find TBL more engaging or useful. The identified advantages of TBL over PBL were the presence of a content expert, readiness tests, acquiring the same knowledge ensured through the collective presence of all students in one session and unified pre-class materials. However, TBL is more demanding on room set-up and teaching staff coordination.ConclusionBoth strategies have been found to have pros and cons and neither showed clear superiority over the other one. An institution newly implementing PBL or TBL needs to focus on different aspects than an institution planning to switch from PBL to TBL.
ER -
KORIŤÁKOVÁ, Eva, Trupti JIVRAM, Georgiana-Emmanuela GILCA-BLANARIU, Vendula CHUROVÁ, Ella POULTON, Adrian Ioan CIUREANU, Chandran LOUIS, Gabriela STEFANESCU a Daniel SCHWARZ. Comparison of problem-based and team-based learning strategies: a multi-institutional investigation. \textit{Frontiers in Education}. Lausanne: Frontiers Media, 2023, roč.~8, December 2023, s.~1-11. ISSN~2504-284X. Dostupné z: https://dx.doi.org/10.3389/feduc.2023.1301269.
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