Student Perceptions of Team-Based Learning in an Advanced Inorganic Chemistry Course

Abstract

Team-based learning (TBL) has been gaining increasing attention in chemistry teaching, although it remains relatively under-exploited, especially compared to management and medical sciences. This study explores student perceptions of team-based learning as an active learning technique in an advanced inorganic chemistry topic. It focuses on qualitative research methods using thematic analysis of data collected through questionnaires and a focus group. Students were found to strongly associate TBL with being an effective active learning experience, where interaction with the pre-class preparatory materials is incentivized by the accountability they feel to their team members. The highly structured nature of TBL, where learning, assessment, and clarification of the core concepts takes place before more challenging problem solving, was highlighted, alongside the importance of the instructor in the TBL process. The importance of interactivity in the pre-class materials and alignment of the TBL materials with the end of course assessment was also emphasized. Students are hugely positive about TBL as being effective for the learning of challenging problem-solving topics, but are reticent to acknowledge that the flipped classroom model can be more effective than lectures.