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首页> 外文期刊>CBE Life Sciences Education >The Relative Effect of Team-Based Learning on Motivation and Learning: A Self-Determination Theory Perspective
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The Relative Effect of Team-Based Learning on Motivation and Learning: A Self-Determination Theory Perspective

机译：团队学习对动机和学习的相对影响：自我决定理论的视角

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We investigate the effects of team-based learning (TBL) on motivation and learning in a quasi-experimental study. The study employs a self-determination theory perspective to investigate the motivational effects of implementing TBL in a physiotherapy course in higher education. We adopted a one-group pretest–posttest design. The results show that the students’ intrinsic motivation, identified regulation, perceived competence, and perceived autonomy support significantly increased going from lectures to TBL. The results further show that students’ engagement and perceived learning significantly increased. Finally, students’ amotivation decreased from pretest to posttest; however, students reported higher external regulation as a function of TBL. Path analysis shows that increases in intrinsic motivation, perceived competence, and external regulation positively predict increases in engagement, which in turn predict increases in perceived learning. We argue that the characteristics of TBL, as opposed to lectures, are likely to engage students and facilitate feelings of competence. TBL is an active-learning approach, as opposed to more passive learning in lectures, which might explain the increase in students’ perception of teachers as autonomy supportive. In contrast, the greater demands TBL puts on students might account for the increase in external regulation. Limitations and practical implications of the results are discussed.
机译：我们在准实验研究中研究基于团队的学习（TBL）对动机和学习的影响。该研究采用自我决定理论的观点来研究在高等教育的物理治疗课程中实施TBL的动机。我们采用了一组前测后测设计。结果表明，从讲座到TBL，学生的内在动力，确定的规则，感知的能力和感知的自主性支持显着增加。结果进一步表明，学生的参与度和感知学习度显着提高。最后，学生的积极性从测试前降低到测试后;然而，学生报告说较高的外部调节是TBL的功能。路径分析表明，内在动机，感知能力和外部法规的提高可以肯定地预测参与度的提高，而后者反过来又可以预测感知学习度的提高。我们认为，与讲座相反，TBL的特征可能会吸引学生并促进能力感受。 TBL是一种主动学习的方法，而不是讲座中的被动学习，这可能解释了学生对教师的自主支持的认识有所增加。相反，TBL对学生的更高要求可能是外部法规增加的原因。结果的局限性和实际意义进行了讨论。

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