Francis Nigel, Pritchard Connie, Prytherch Zoe, Rutherford Stephen
School of Biosciences, Cardiff University, UK.
FEBS Open Bio. 2025 Jan;15(1):35-47. doi: 10.1002/2211-5463.13936. Epub 2024 Nov 17.
The ability to work in teams is one of the most sought-after graduate skills by employers. However, team-based learning activities, and especially team-based assessments, are commonly disliked (even actively avoided) by students. Team-based assessments are often problematic for students, mostly due to logistical problems and interpersonal difficulties. These difficulties often lead to dissatisfaction with the process and poor satisfaction responses in quality assessments of their teaching. This review takes a four-way approach to evaluate current approaches to team assessment aimed at enhancing student engagement, satisfaction and learning gain. Firstly, we identify why team-based activity is so important to include in our overall pedagogy in Higher Education. Secondly, we examine evidence from the literature on students' reactions to team-based activities (especially focusing on assessment) and the reasons for both positive and negative perceptions. The third focus is on identifying the root of the problem from a pedagogic perspective and highlighting the deficiencies in approaches to team-based activities that might lead to negative student perceptions. Finally, we discuss examples from the literature of where team-based learning and assessment activities have been successful. Approaches to team-based activities need to be more proactive and supportive so that students understand the dynamics of teams, how to plan team-based activities, and how to deal with interpersonal issues positively and productively. Team-based learning is arguably the least well-taught element of our curricula, yet it is important and straightforward to address.
团队协作能力是雇主最为看重的毕业生技能之一。然而,基于团队的学习活动,尤其是基于团队的评估,却普遍不受学生欢迎(甚至被主动回避)。基于团队的评估对学生来说往往存在问题,主要是由于后勤问题和人际困难。这些困难常常导致学生对评估过程不满,以及在对教学质量评估中的满意度较低。本综述采用四种方式来评估当前旨在提高学生参与度、满意度和学习收获的团队评估方法。首先,我们确定为何在高等教育的整体教学法中纳入基于团队的活动如此重要。其次,我们审视文献中有关学生对基于团队的活动(尤其关注评估)的反应以及产生正面和负面看法的原因的证据。第三个重点是从教学角度找出问题根源,并突出基于团队的活动方法中可能导致学生负面看法的不足之处。最后,我们讨论文献中基于团队的学习和评估活动取得成功的例子。基于团队的活动方法需要更加积极主动且给予支持,以便学生理解团队动态、如何规划基于团队的活动,以及如何积极有效地处理人际问题。基于团队的学习可以说是我们课程中教学效果最差的部分,但它很重要且易于解决。