TEACHING A LARGE-ENROLLMENT ENVIRONMENTAL SCIENCE COURSE ONLINE USING TEAM-BASED LEARNING

Over the past two summers Environmental Science 1301, with an enrollment of 50, has been piloted online using team-based learning (TBL) methods. Using TBL shifted the majority of responsibility of learning the material to the student with the instructor functioning as a facilitator instead of dispenser of knowledge. Dividing the class into teams made the course load manageable for the instructor while at the same time created a small-class environment for the students.

In ESCI 1301 teams were set up using the group manager tool found in the learning management system. The course was organized around Learning Modules which consisted of an assigned reading quiz taken by each individual, a team assignment, which involved an application of the material covered, and a class discussion. The class discussion usually entailed a presentation of findings to the class by each team. This allowed teams to interact with one another and was also designed to encourage competition among the teams.

Over the course of the class it was observed that as the students became comfortable with the concept of TBL they developed a commitment to the welfare of their team. They found that as a team they could accomplish much more than an individual; they discovered strengths in their team mates that they, themselves, lacked, and they helped those team mates who struggled with the material. The teams tackled problems that would be overwhelming to an individual in the time allotted, such as running multiple scenarios with the simulations and tackling large amounts of data.

In comparing this course to nonTBL-based online courses taught, the work load was very manageable, with only 7-10 items to be graded, monitored, and provide guidance to per Learning Module instead of 50 individuals. Retention rates (86%) were higher for this course than for non-TBL online courses (72%) taught by the same instructor and students didn't fall behind.