Implementing online team-based learning in an interuniversity setting: A case study of a traditional medicine course

Authors

DOI:

https://doi.org/10.46542/pe.2022.221.558568

Keywords:

Online learning, Pharmacy, Team-based learning, Traditional medicine

Abstract

Background: Online team-based learning is a crucial teaching method to successfully increase students’ engagement during the pandemic. This study provides a report on online team-based learning during a traditional medicine course attended by undergraduate students from different higher education institutions in Indonesia and overseas.   

Methods: A questionnaire was administered to determine the active participation of team members and to carry out a course evaluation  

Results: The learning outcome was successfully achieved as 96% of the groups scored above the passing grade for the team-based projects. Students from various institutions had generally positive opinions on the course, especially on the course design, course material and the speakers, and the collaborative working with students from diverse backgrounds.   

Conclusion: Language barriers and technical difficulties were some factors that hindered the students from gaining full benefit from the course, and thus should be mitigated in the implementation of online team-based learning. Additionally, a well-designed pre-test and post-test survey should be conducted to aid the assessment of students’ comprehension of the course. 

Author Biographies

Agustina A.M.B. Hastuti, Universitas Gadjah Mada, Indonesia

Department of Pharmaceutical Chemistry, Faculty of Pharmacy

Eka Noviana, Universitas Gadjah Mada, Indonesia

Department of Pharmaceutical Chemistry, Faculty of Pharmacy

Soni Siswanto , Universitas Gadjah Mada, Indonesia

Department of Pharmacology and Clinical Pharmacy, Faculty of Pharmacy

Puguh Indrasetiawan, Universitas Gadjah Mada, Indonesia

Department of Pharmaceutical Biology, Faculty of Pharmacy

Dwi Endarti, Universitas Gadjah Mada, Indonesia

Department of Pharmaceutics, Faculty of Pharmacy

Susi Ari Kristina, Universitas Gadjah Mada, Indonesia

Department of Pharmaceutics, Faculty of Pharmacy

Triana Hertiani, Universitas Gadjah Mada, Indonesia

Department of Pharmaceutical Biology, Faculty of Pharmacy

References

Adnan, M., & Anwar, K. (2020). Online learning amid the COVID-19 pandemic: Students perspectives. Journal of Pedagogical Sociology and Psychology, 1:45–51. https://doi.org/10.33902/jpsp.2020261309

Cao, F., Wang, M., & Wang, K. (2018). The Classroom Attendance Management System of Face Recognition Based on LBS. In: Proceedings of the 2018 5th International Conference on Education, Management, Arts, Economics and Social Science (ICEMAESS 2018), pp 964–969. https://dx.doi.org/10.2991/icemaess-18.2018.188

Chen, M., Ni, C., Hu Y, et al (2018). Meta-analysis on the effectiveness of team-based learning on medical education in China. BMC Medical Education, 18:77. https://doi.org/10.1186/s12909-018-1179-1

Dalipi, F., Imran, A.S., & Kastrati, Z. (2018). MOOC dropout prediction using machine learning techniques: Review and research challenges. IEEE Global Engineering Education Conference (EDUCON), 2018-April:1007–1014. https://doi.org/10.1109/EDUCON.2018.8363340

Dhawan, S. (2020). Online Learning: A Panacea in the Time of COVID-19 Crisis. Journal of Educational Technology Systems, 49:5–22. https://doi.org/10.1177/0047239520934018

Dirjen Dikti Kemdikbud RI. (2020). Buku Panduan Merdeka Belajar-Kampus Merdeka, 1st edn. Jakarta

Dirjen Dikti Kemdikbud RI. (2014). SPADA Indonesia (online). Available at: https://spada.kemdikbud.go.id/. Accessed 22 Jul 2021

Dirjen Dikti Kemdikbud RI. (2019). Statistik Pendidikan Tinggi - Higher Education Statistics 2019

Donovan, D.A., Connell, G.L., & Grunspan, D.Z. (2018). Student learning outcomes and attitudes using three methods of group formation in a nonmajors biology class. CBE Life Sciences Education, 17:1–14. https://doi.org/10.1187/cbe.17-12-0283

Faculty of Pharmacy UGM. (2021) Online Summer Course 2021 (online). Available at: https://farmasi.ugm.ac.id/en/summer-course-3/. Accessed 18 Jul 2021

Grinbergs, C.J., Jones, H. (2013). Erasmus Mundus SEN: The inclusive scholarship programme? International Journal of Inclusive Education, 17:349–363. https://doi.org/10.1080/13603116.2011.651824

Jacobsen, D.Y. (2019). Dropping Out or Dropping In? A Connectivist Approach to Understanding Participants’ Strategies in an e-Learning MOOC Pilot. Technology, Knowledge and Learning, 24:1–21. https://doi.org/10.1007/s10758-017-9298-z

Jakobsen, K.V., Mcilreavy, M., & Marrs S (2014). Team-based learning: The importance of attendance. Psychology Learning & Teaching,13:25–31. https://doi.org/10.2304/plat.2014.13.1.25

McLean, M., Van Wyk, J.M., Peters-Futre, E.M., & Higgins-Opitz, S.B. (2006). The small group in problem-based learning: More than a cognitive “learning” experience for first-year medical students in a diverse population. Medical Teacher, 28. https://doi.org/10.1080/01421590600726987

Nanda, D.W. (2019). Is the Study Abroad (SA) Important for Indonesian Students? English Language Teaching, 12:69. https://doi.org/10.5539/elt.v12n8p69

Nguyen, K.D., Enos, T., Vandergriff, T., et al. (2020). Opportunities for education during the COVID-19 pandemic. JAAD International, 1:21–22. https://doi.org/10.1016/j.jdin.2020.04.003

Poort, I., Jansen, E., Hofman, A. (2020). Does the group matter? Effects of trust, cultural diversity, and group formation on engagement in group work in higher education. Higher Education Research & Development, 0:1–16. https://doi.org/10.1080/07294360.2020.1839024

Rotgans, J.I., Schmidt, H.G., Rajalingam, P., et al (2018). How cognitive engagement fluctuates during a team-based learning session and how it predicts academic achievement. Advances in Health Sciences Education, 23:339–351. https://doi.org/10.1007/s10459-017-9801-2

Singh, V., & Thurman, A. (2019). How Many Ways Can We Define Online Learning? A Systematic Literature Review of Definitions of Online Learning (1988-2018). American Journal of Distance Education, 33:289–306. https://doi.org/10.1080/08923647.2019.1663082

Wei, H.C., Chou, C. (2020). Online learning performance and satisfaction: do perceptions and readiness matter? Distance Education, 41:48–69. https://doi.org/10.1080/01587919.2020.1724768

Yang, L., Jiang, L., Xu, B., et al. (2014). Evaluating team-based, lecture-based, and hybrid learning methods for neurology clerkship in China: a method-comparison study. BMC Medical Education 14:98. https://doi.org/10.1186/1472-6920-14-98

Zheng, Z., & Pinkwart, N. (2017). Recomposing Small Learning Groups at Scale—A Data-driven Approach and a Simulation Experiment. Bildungsräume 2017. Gesellschaft für Informatik, Bonn, 321–332. Available from: https://dl.gi.de/handle/20.500.12116/4857?locale-attribute=en

Downloads

Published

2022-06-11

How to Cite

Hastuti, A. A., Noviana, E., Siswanto , S., Indrasetiawan, P., Endarti, D., Kristina, S. A., & Hertiani, T. (2022). Implementing online team-based learning in an interuniversity setting: A case study of a traditional medicine course. Pharmacy Education, 22(1), p. 558–568. https://doi.org/10.46542/pe.2022.221.558568

Issue

Section

Research Article