This quasi-experimental study compared various outcomes of team-based-learning (TBL) (n = 67) and more traditional lecture-based instruction (n = 66) in a community college introductory psychology course and found no differences in knowledge of course content, attendance, or course retention. However, student self-reports indicated that, compared…

This study assessed perceived learning outcomes in a team-lecture hybrid (TLH) instructional design in six public affairs and health administration courses implemented in 2011 and 2012. A cross sectional and prospective survey design was implemented using descriptive statistics, regression analysis and qualitative analysis. Results show students…

The authors determined whether positive perceptions of integrating lecture and lab in Anatomy and Physiology courses persisted from 2015-2018. Students (843) and instructors (56) completed the Student Assessment of Their Learning Gains survey; perceptions were positive and consistent between both groups. Participant narratives identified the…