Students preparation for Team-Based Learning modules. Self-regulated learning and time spent
The Flipped Classroom, where students prepare individually before coming to the classroom, is used in many courses to free time for more active learning activities in the classroom. Students must be motivated to prepare if this is to work well, especially if the learning activites involve group work. Team-based Learning (TBL), which can be considered a form of Flipped Classroom, is an approach that is supposed to be especially well suited for motivating the students to prepare.
The goal of this study was to measure how much students spent preparing and their use of self-regulation and learning strategies when preparing before the classroom activites. In addition we will examine the relationship between these factors and the students result on a test taken before some teaching sessions. The study was conducted in the context of the course FYS-1001 Mechanics at UiT The Arctiv University of Norway in the autumn of 2020. Approximately 30 students took that course for the first time.
Information about the students' self-regulation and learning strategies was collected using the Motivated Strategies for Learning Questionnaire. In order to measure how prepared the students were for the classroom teaching, preliminary tests were carried out at the beginning of some teaching sessions. The students also stated how much time they had spent preparing and how many days they had spent.
No significant differences were found in self-regulation and learning strategies between the students who were well and poorly prepared for the teaching.
Copyright (c) 2021 Børge Irgens
This work is licensed under a Creative Commons Attribution 4.0 International License.
The Nordic Journal of STEM Education licenses all content of the journal under a Creative Commons Attribution (CC-BY) licence. This means, among other things, that anyone is free to copy and distribute the content, as long as they give proper credit to the author(s) and the journal. For further information, see Creative Commons website for human readable or lawyer readable versions.
Authors who publish with this journal agree to the following terms:
1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access