Parrish Christopher W, Guffey Sarah K, Williams David S, Estis Julie M, Lewis Drew
University of South Alabama, UCOM 3100, 307 University Blvd., N., Mobile, AL 36688-0002 USA.
TechTrends. 2021;65(4):473-484. doi: 10.1007/s11528-021-00598-5. Epub 2021 Mar 3.
This paper describes the development of the Integrated Online-Team-Based Learning (IO-TBL) model and details students' perceptions of IO-TBL using the Community of Inquiry framework. IO-TBL is an online team-based learning course design that combines the flexibility of asynchronous engagement with the connectedness offered through synchronous meetings. Student comments from small group instructional feedback sessions and end-of-course teaching evaluations were grouped into clusters of similar statements about what was going well and suggestions for improvement, which were then assigned to one of the three presences of the Community of Inquiry framework. While students most commonly identified increased learning, synchronous meetings, teamwork, and the instructor as going well in the course, students found IO-TBL to impose a heavy workload and require a significant amount of time. Clusters were most often related to teaching presence, followed by social presence, and then cognitive presence.
本文描述了综合在线团队学习（IO-TBL）模式的发展，并使用探究社区框架详细阐述了学生对IO-TBL的看法。IO-TBL是一种在线团队学习课程设计，它将异步参与的灵活性与同步会议所提供的联系性相结合。来自小组教学反馈环节和课程结束时教学评估的学生评论被归类为关于进展顺利的方面以及改进建议的相似陈述集群，然后将这些陈述分配到探究社区框架的三种存在要素之一。虽然学生最常指出课程中学习效果增强、同步会议、团队合作以及教师方面进展顺利，但学生们发现IO-TBL带来了繁重的工作量，并且需要大量时间。集群最常与教学存在相关，其次是社会存在，然后是认知存在。
