A systematic review examining the effectiveness of blending technology with team-based learning.

River, J; Currie, J; Crawford, T; Betihavas, V; Randall, S

A systematic review examining the effectiveness of blending technology with team-based learning.

River, J

Currie, J Crawford, T Betihavas, V Randall, S

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Publisher:: CHURCHILL LIVINGSTONE
Publication Type:: Journal Article
Citation:: Nurse Educ Today, 2016, 45, pp. 185-192
Issue Date:: 2016-10

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Field	Value	Language
dc.contributor.author	River, J https://orcid.org/0000-0002-5270-4013
dc.contributor.author	Currie, J
dc.contributor.author	Crawford, T
dc.contributor.author	Betihavas, V
dc.contributor.author	Randall, S
dc.date.accessioned	2022-08-09T23:03:40Z
dc.date.available	2016-08-08
dc.date.available	2022-08-09T23:03:40Z
dc.date.issued	2016-10
dc.identifier.citation	Nurse Educ Today, 2016, 45, pp. 185-192
dc.identifier.issn	0260-6917
dc.identifier.issn	1532-2793
dc.identifier.uri	http://hdl.handle.net/10453/159835
dc.description.abstract	BACKGROUND: Technological advancements are rapidly changing nursing education in higher education settings. Nursing academics are enthusiastically blending technology with active learning approaches such as Team Based Learning (TBL). While the educational outcomes of TBL are well documented, the value of blending technology with TBL (blended-TBL) remains unclear. This paper presents a systematic review examining the effectiveness of blended-TBL in higher education health disciplines. OBJECTIVES: This paper aimed to identify how technology has been incorporated into TBL in higher education health disciplines. It also sought to evaluate the educational outcomes of blended-TBL in terms of student learning and preference. METHOD: A review of TBL research in Medline, CINAHL, ERIC and Embase databases was undertaken including the search terms, team based learning, nursing, health science, medical, pharmaceutical, allied health education and allied health education. Papers were appraised using the Critical Appraisal Skills Program (CASP). RESULTS: The final review included 9 papers involving 2094 student participants. A variety of technologies were blended with TBL including interactive eLearning and social media. CONCLUSION: There is limited evidence that blended-TBL improved student learning outcomes or student preference. Enthusiasm to blend technology with TBL may not be as well founded as initially thought. However, few studies explicitly examined the value of incorporating technology into TBL. There is a clear need for research that can discern the impact of technology into TBL on student preference and learning outcomes, with a particular focus on barriers to student participation with online learning components.
dc.format	Print-Electronic
dc.language	eng
dc.publisher	CHURCHILL LIVINGSTONE
dc.relation.ispartof	Nurse Educ Today
dc.relation.isbasedon	10.1016/j.nedt.2016.08.012
dc.rights	info:eu-repo/semantics/closedAccess
dc.subject	1110 Nursing, 1302 Curriculum and Pedagogy
dc.subject.classification	Nursing
dc.subject.mesh	Attitude of Health Personnel
dc.subject.mesh	Computer-Assisted Instruction
dc.subject.mesh	Education, Nursing
dc.subject.mesh	Group Processes
dc.subject.mesh	Health Personnel
dc.subject.mesh	Humans
dc.subject.mesh	Interprofessional Relations
dc.subject.mesh	Nursing Education Research
dc.subject.mesh	Social Media
dc.subject.mesh	Social Networking
dc.subject.mesh	Videotape Recording
dc.subject.mesh	Humans
dc.subject.mesh	Attitude of Health Personnel
dc.subject.mesh	Group Processes
dc.subject.mesh	Interprofessional Relations
dc.subject.mesh	Nursing Education Research
dc.subject.mesh	Education, Nursing
dc.subject.mesh	Computer-Assisted Instruction
dc.subject.mesh	Videotape Recording
dc.subject.mesh	Health Personnel
dc.subject.mesh	Social Media
dc.subject.mesh	Social Networking
dc.title	A systematic review examining the effectiveness of blending technology with team-based learning.
dc.type	Journal Article
utslib.citation.volume	45
utslib.location.activity	Scotland
utslib.for	1110 Nursing
utslib.for	1302 Curriculum and Pedagogy
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Health
utslib.copyright.status	closed_access	*
dc.date.updated	2022-08-09T23:03:39Z
pubs.publication-status	Published
pubs.volume	45

Abstract:

BACKGROUND: Technological advancements are rapidly changing nursing education in higher education settings. Nursing academics are enthusiastically blending technology with active learning approaches such as Team Based Learning (TBL). While the educational outcomes of TBL are well documented, the value of blending technology with TBL (blended-TBL) remains unclear. This paper presents a systematic review examining the effectiveness of blended-TBL in higher education health disciplines. OBJECTIVES: This paper aimed to identify how technology has been incorporated into TBL in higher education health disciplines. It also sought to evaluate the educational outcomes of blended-TBL in terms of student learning and preference. METHOD: A review of TBL research in Medline, CINAHL, ERIC and Embase databases was undertaken including the search terms, team based learning, nursing, health science, medical, pharmaceutical, allied health education and allied health education. Papers were appraised using the Critical Appraisal Skills Program (CASP). RESULTS: The final review included 9 papers involving 2094 student participants. A variety of technologies were blended with TBL including interactive eLearning and social media. CONCLUSION: There is limited evidence that blended-TBL improved student learning outcomes or student preference. Enthusiasm to blend technology with TBL may not be as well founded as initially thought. However, few studies explicitly examined the value of incorporating technology into TBL. There is a clear need for research that can discern the impact of technology into TBL on student preference and learning outcomes, with a particular focus on barriers to student participation with online learning components.

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http://hdl.handle.net/10453/159835