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Implementing team-based learning in the life sciences: A case study in an online introductory level evolution and biodiversity course
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  • Lina Arcila Hernandez,
  • Kelly Zamudio,
  • Abby Drake,
  • Michelle Smith
Lina Arcila Hernandez
Cornell University
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Kelly Zamudio
Cornell University
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Abby Drake
Cornell University
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Michelle Smith
Cornell University
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Peer review status:IN REVISION

30 Jun 2020Submitted to Ecology and Evolution
01 Jul 2020Assigned to Editor
01 Jul 2020Submission Checks Completed
03 Jul 2020Reviewer(s) Assigned
15 Jul 2020Review(s) Completed, Editorial Evaluation Pending
01 Aug 2020Editorial Decision: Revise Minor

Abstract

Team-Based Learning (TBL) is a pedagogical tool that has great potential to develop student engagement, accountability, and equity in the online classroom. TBL is rooted in evidence-based educational theories and practices that underlie many active learning approaches such as self-testing, team discussion, and application of knowledge. The use of these approaches is associated with better student performance, retention, and sense of belonging in the classroom, aspects that are often reported to be especially lacking in online courses. Here, we describe how we implemented TBL in a face-to-face and an online introductory level evolution and biodiversity course. Our experiences using TBL approaches in the online course have been rewarding, students are engaged and accountable for their learning, and performed well in the course. Our goal is to provide an example of how we designed a life science course using TBL approaches and transitioned the course to an online environment. With the current switch to remote instruction and online learning, we recommend the use of TBL as a course design approach that can improve the students online learning experience.