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Purpose: Team-Based Learning（TBL）refers to an active learning method in which a problem assigned beforehand is independently solved by the individual, and then as a member of a team（group）. In this study, the learning experiences of students who underwent TBL by using a flipped classroom technique were qualitatively analyzed to investigate effective teaching methods. Method: The group interview was conducted with 15 students （subjects）who experienced TBL in the subject of “health assessment” for 2nd year students in nursing universities. The interview was recorded and transcribed into text, and the contents were then analyzed. In the TBL involved in this study, teams of 5-6 students underwent pre-learning before attending the class. In the class, a lecture was followed by individual learning（5-10 minutes）and group learning（15-20 minutes）. The contents of the discussion were then submitted as a deliverable within the class period, and were used in the assessment for each group. Result: With respect to the students’ experience with TBL, the categories of “effect of pre-learning on group learning and awareness of personal problems,” “interest in group members,” “changes in attitude towards group learning,” and “effect of group dynamics” were extracted. Conclusion: For the teacher using TBL with the purpose of improving the quality of student learning, support that took the students’ self-awareness and interest into account, as well as attitude and group dynamics, was deemed important. Accordingly, support was deemed necessary in areas such as grasping the students’ response to TBL in detail, feedback on awareness and interest, considerations for group structure and theme setting, and the teaching of the group learning method. |
