A systematic review examining the effectiveness of blending technology with team-based learning

Journal article


River, Jo, Currie, Jane, Crawford, Tonia, Betihavas, Vasiliki and Randall, Sue. (2016). A systematic review examining the effectiveness of blending technology with team-based learning. Nurse Education Today. 45, pp. 185-192. https://doi.org/10.1016/j.nedt.2016.08.012
AuthorsRiver, Jo, Currie, Jane, Crawford, Tonia, Betihavas, Vasiliki and Randall, Sue
Abstract

Background
Technological advancements are rapidly changing nursing education in higher education settings. Nursing academics are enthusiastically blending technology with active learning approaches such as Team Based Learning (TBL). While the educational outcomes of TBL are well documented, the value of blending technology with TBL (blended-TBL) remains unclear. This paper presents a systematic review examining the effectiveness of blended-TBL in higher education health disciplines.

Objectives
This paper aimed to identify how technology has been incorporated into TBL in higher education health disciplines. It also sought to evaluate the educational outcomes of blended-TBL in terms of student learning and preference.

Method
A review of TBL research in Medline, CINAHL, ERIC and Embase databases was undertaken including the search terms, team based learning, nursing, health science, medical, pharmaceutical, allied health education and allied health education. Papers were appraised using the Critical Appraisal Skills Program (CASP).

Results
The final review included 9 papers involving 2094 student participants. A variety of technologies were blended with TBL including interactive eLearning and social media.

Conclusion
There is limited evidence that blended-TBL improved student learning outcomes or student preference. Enthusiasm to blend technology with TBL may not be as well founded as initially thought. However, few studies explicitly examined the value of incorporating technology into TBL. There is a clear need for research that can discern the impact of technology into TBL on student preference and learning outcomes, with a particular focus on barriers to student participation with online learning components.

Keywordsnursing; education research; higher education; team-based learning; technology; blended-learning
Year2016
JournalNurse Education Today
Journal citation45, pp. 185-192
PublisherChurchill Livingstone
ISSN0260-6917
Digital Object Identifier (DOI)https://doi.org/10.1016/j.nedt.2016.08.012
Scopus EID2-s2.0-84982162810
Research or scholarlyResearch
Page range185-192
Publisher's version
License
All rights reserved
File Access Level
Controlled
Output statusPublished
Publication dates
Online12 Aug 2016
Publication process dates
Accepted08 Aug 2016
Deposited16 Jul 2021
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