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.