Chapter 11- Team-Based Learning Brings Academic Rigor, Collaboration, and Community to Online Learning

Authors

Elizabeth Winter, University of PittsburghFollow
Michele C. Clark, University of Nevada, Las VegasFollow
Christopher Burns, California Health Sciences UniversityFollow

Document Type

Chapter

Editor

Travis N. Thurston, Kacy Lundstrom, and Christopher González

Publisher

Utah State University

Publication Date

6-7-2021

First Page

202

Last Page

224

Creative Commons License

This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Abstract

In early 2020, instructors were faced with a critical and immediate need to move education online in the face of the COVID-19 pandemic. The decision to discontinue face-to-face classes as a protection from the COVID-19 virus presented several questions and challenges, including the need to quickly develop online classes without adequate time to consider the effectiveness of different strategies. While online learning provides accessible and safe educational opportunities for students sheltering in place as a protection against the COVID-19 pandemic, faculty may question if online education provides the academic rigor, needed competencies, and student learning outcomes they hoped for in traditional campus classes.

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Version 2 uploaded on 11/10/22.

Recommended Citation

Winter, E., Clark, M. C., & Burns C. (2021). Team-based learning brings academic rigor, collaboration, and community to online learning. In Thurston, T. N., Lundstrom, K., & González, C. (Eds.), Resilient pedagogy: Practical teaching strategies to overcome distance, disruption, and distraction (pp. 202-224). Utah State University. https://doi.org/10.26079/a516-fb24.