https://doi.org/10.5038/2379-9951.6.2.1184

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Author Biography

Amanda Olsen is an assistant professor of measurement and statistics at the University of Texas at Arlington (UTA). She teaches research methods courses in traditional face-to-face, asynchronous, and synchronous online, and hybrid settings, and leads and coordinates the research methods programming and curricula in the Department of Curriculum and Instruction at UTA.

Candace Joswick is an assistant professor of mathematics education at the University of Texas at Arlington (UTA). She has extensive experience training teachers and researchers in curriculum and pedagogy, and is the Program Coordinator of STEM Education and of the online Master of Education in Curriculum and Instruction with emphases in Mathematics or Science Education degree at UTA.

Abstract

Team-based learning, an evidence-based collaborative learning teaching strategy, is a popular instructional model commonly used at the post-secondary level. While this model has shown success in traditional, face-to-face courses, and reports of use in hybrid and asynchronous online settings exist, though are few, no reports of which we are aware account for use in synchronous online teaching and learning. This paper introduces a tool developed to help higher education instructors plan for the implementation of team-based learning in their synchronous online courses along with an illustration of the use of the template planning tool from our own application for a synchronous online education-based research methods graduate course. Recommendations, challenges, and affordances of using team-based learning as a collaborative learning teaching strategy for cultivating classroom interactions online are given, supported by illustrations from our own implementation.

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