التفاصيل البيبلوغرافية
| العنوان: |
TBL on a Course of Law at the University of Barcelona: Improving Academic Indicators ; Aprendizaje Basado en Equipos (TBL) en un curso de Derecho de la Universidad de Barcelona: mejora de indicadores académicos |
| المؤلفون: |
Moraga, Daniel, Font, Antoni |
| المصدر: |
Distance Education Journal; No. 49 (2016) ; Revista de Educación a Distancia (RED); Núm. 49 (2016) ; 1578-7680 |
| بيانات النشر: |
Ediciones de la Universidad de Murcia (Editum) |
| سنة النشر: |
2016 |
| المجموعة: |
Revistas Científicas de la Universidad de Murcia |
| مصطلحات موضوعية: |
team based learning, TBL, innovation on teaching, aprendizaje basado en equipos, innovación académica |
| الوصف: |
The present paper shows a comparison between three different instructional strategies for learning. The three strategies were simultaneously applied in a bachelor course in the autumn semester 2012 (September-January) at the Law School at Barcelona University in Spain. The students of the course “Undertaking and Market Law” (rectius, Intellectual Property and Competition Law) were divided in three different groups, named M, O and T. The group M got simple lectures (conventional lecturing); the group O got an oriented learning and the group T was organised using the new strategy of active and collaborative learning of Team Based Learning (TBL). The student’s performance in the 3 different groups was compared using final score and satisfaction survey. The results showed that the students of the T group achieved higher scores than the students of the groups O and M. The difference of the results of the groups O and M related to the results of the group T was strongly significant (Chi-Square=66.719 ; df=4; p=0.000. The opposite analysis is true, with fails. The percentage of fails with oriented learning or Lecturing was high, 74% and 44% respectively, while with TBL strategy, students fails drop till 6%. The comparative result for satisfaction survey in the three groups also shows a tendency of higher student’s satisfactions when TBL strategy is used versus historical averages of satisfaction in the previous versions of the course. In conclusion, TBL generated better performances in this course of law, dropping significantly the rate of fails and increasing final higher scores, and consequently increases student’s satisfaction with TBL as compared with the other 2 strategies. The results of this pilot-study are clear and consistent with other studies in other knowledge areas (Engineering, Health, Basic Sciences, Social Sciences). This confirms the superiority of active and participatory strategies as the TBL in front of the traditional teaching. ; El presente artículo expone la comparación de tres estrategias ... |
| نوع الوثيقة: |
article in journal/newspaper |
| وصف الملف: |
application/pdf |
| اللغة: |
Spanish; Castilian |
| العلاقة: |
https://revistas.um.es/red/article/view/257481/193781Test; https://revistas.um.es/red/article/view/257481Test |
| الإتاحة: |
https://revistas.um.es/red/article/view/257481Test |
| حقوق: |
Derechos de autor 2016 Revista de Educación a Distancia |
| رقم الانضمام: |
edsbas.9FC374D0 |
| قاعدة البيانات: |
BASE |
