Document Type

Conference Proceeding

Publisher

Edith Cowan University, Western Australia in association with Khon Kaen University, Thailand and Bansomdejchaopraya Rajabhat University, Thailand.

Comments

Originally published in the Proceedings of the EDU-COM 2008 International Conference. Sustainability in Higher Education: Directions for Change, Edith Cowan University, Perth Western Australia, 19-21 November 2008.

Abstract

This study was conducted to explore instructors‘ perspectives of factors affecting Team-Based Learning (TBL). We administered a likert-style questionnaire with a seven-point rating scale to 153 instructors from six Faculties of Industrial Education throughout Thailand. The questionnaire‘s content validity was examined by five experts. Its reliability calculated by Cronbach Alpha Coefficient was 0.94. We identified six factors as follows: (1) Knowledge and Comprehension (2) Objectives of Learners‘ Readiness (3) ―Don‘t Do‖ Activities (4) Teaching and Learning Activities (5) Roles of Instructor and Learners (6) Principles and Planning of TBL. In general, our results suggest that TBL requires specific skills such as consensus building. It requires a knowledge base. Therefore, those individuals and institutions interested in promoting TBL will need to invest human and financial resources into ensuring that instructors and learners have the necessary knowledge and skills in order to successfully engage in this new form of learning.

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