This chapter showcases how the collaborative learning and teaching strategy known as Team-Based Learning™ (TBL) can deliver against the conceptual components within active blended learning (ABL), through exploration of different case studies from the authors' university. It begins by detailing the core concepts and theories underpinning each pedagogic approach before considering how adoption of TBL is consistent with the wider implementation of ABL. Case histories are used to highlight how these approaches enhance the student learning experience and how learning technologies can enable staff to do more of what they value within the classroom. The value of different learning spaces to facilitate TBL and augment the learning experience for both staff and students is considered. Finally, the chapter explores some of the more difficult questions around the lack of broader uptake of TBL within an institution committed to ABL as its standard approach to learning and teaching.
|Title of host publication||Cases on Active Blended Learning in Higher Education|
|Number of pages||21|
|ISBN (Print)||9781799878568, 9781799878575|
|Publication status||Published - 1 Apr 2021|
|Name||Cases on Active Blended Learning in Higher Education|
- Higher Education
- Blended Learning