Benefits of implementing TBL in online platforms
Student accessibility and equity: Online learning allows for
schedule flexibility and the use of multiple tools that allow for
different modes of knowledge representation and assessments. While our
course requires nearly 16 hours of work per week, as expected of 4-5
credit courses, students have the flexibility to go over the different
assignments at their own pace and time of choosing. Students also
determine their best time to meet as a team each week. Research shows
that in large courses, course pace is a significant concern for students
(Meaders et al. , 2020). In contrast, students often commented in
our online course that self-pacing and taking the time necessary for
them to complete a lecture was one of the strengths of the class;
highlighting the importance of asynchronous options in online course
design.
We also implemented Universal Design of Learning (UDL) and Digital
Accessibility practices in our course. UDL encourages the use of
multiple modes of engagement, representation, and expression to support
inclusivity and student diversity in the classroom (Rose et al. ,
2006). Meanwhile, Digital Accessibility practices permit any student,
regardless of disability status, to access all of the information
available in the course (EOWG, 2019). Video captioning and Alternative
Text for figures are examples of online accessibility practices (see
more in EOWG, 2019). Together these two approaches allow for
accessibility in a variety of assignments and reinforcement of concepts
under different contexts, and increased equity in our course. Students
that use text-to-speech readers, that need more time with the materials,
international students with First Language not English (FLNE) or
students that cannot commute to campus can access all of the materials
in a way that is engaging and practical. Student surveys showed that
pre-lecture videos and associated video transcripts are one of our
students favorite learning tools.
Finally, rotating team leader roles and providing multiple discussion
venues assured that all student voices were heard throughout the term.
Rotating roles assures that leadership is equally shared among all the
students. It also allows practice for students that are less comfortable
in those positions and that would not volunteer to participate
otherwise, thus encouraging for more equitable participation of all team
members regardless of gender, race, or experience (Tanner, 2013; Ballenet al. , 2019; Aguillon et al. , 2020).
Student accountability: To increase accountability, each class
component (i.e. pre-lecture assignments, lectures, iRATs, tRATs, and
application & analysis) was set up in a required progression, where
students needed to complete the previous step before they could continue
to the next assignment. For example, students had to review all of the
pre-lecture assignments before the iRAT or lecture would unlock.
Similarly, students could only access the team assignments if they had
completed the individual work. Although students commented that the
large number of small assignments was challenging, they rarely missed
one of these deadlines and performed well on them. Students also
commented that having the opportunity to earn points throughout the
course was more desirable than having their grades depend mostly on a
few high-stakes tests.
We also found that most teams presented actions that can be linked to
team cohesion, with all members participating weekly in meetings and
submitting team assignments on time. To assure participation in team
activities, we asked teams to upload photos or screenshots of their
online meetings with all team members present. Furthermore, a voluntary
mid-semester team feedback survey suggested that most students were
prepared to work on team assignments. Students often checked-in with
each other on discussion boards about meeting times and final answers
for team assignments. Overall, students commented on how the structure
of the course encouraged them to not fall behind on assignments and
provided them with opportunities to clarify concepts with team members.