Design And Implementation of Synchronous Online Team-based Learning: A Learning Community’s Reflection on Lessons Learned

Abstract

Team-based learning (TBL) is a pedagogical approach grounded in constructivist learning theory that is frequently used in health professional education. TBL is adopted in the Bachelor of Pharmacy (Honours) programme to facilitate integration and application of knowledge, and to enhance students’ communication and collaboration skills. In Academic Year (AY) 2020/21, TBL was delivered online. This Reflection aims to describe the evidence-based approach undertaken by a learning community (LC) to design synchronous online TBL, and to reflect on the lessons learned by the LC in the implementation of synchronous online TBL, specifically highlighting differences from face-to-face (F2F) experiences. The LC adopted best practice recommendations in the literature to make teacher decisions on four key elements of online TBL—orientation, readiness assurance test (RAT), application, and peer evaluation. Reflecting on our experiences and lessons learned, we recommend a combination of online and offline approaches for TBL orientation and to support team bonding, designing learning activities that are suited for online teaching and learning, and to establish avenues to receive frequent feedback from faculty and students. As the COVID19 pandemic irreversibly accelerated digital transformation in higher education, we believe that our experiences, reflection, and suggestions are valuable to educators in all disciplines seeking to engage students in TBL or similar student-centric pedagogical approaches through online platforms.