A Pilot Case Report for Implementing Team-Based Learning at Soaka University

This paper involves identifying implications and suggestions for effectively implementing Team-Based Learning (TBL) in a higher education context. TBL, an instructional strategy designed to enhance students' learning experiences by having them tackle with problems to which knowledge acquired can be applied. In a classroom implementing a TBL approach, students experience a structured learning sequence that consists of readiness assurance processes that occur at both individual and group levels, followed by appeals and mini-lecture. TBL encourages students to be held accountable for doing preliminary reading and attending class prepared to participate in such processes. The first author, who hopes that TBL can be a transformative teaching method that develops self-directed |earners, examines his attempt to use TBL in his undergraduate business administration classroom,assessing its effectiveness through student and teacher perspectives. He has found that TBL is a challenging cognitive process for students who have long recognized that learning is something provided by the teacher, not something that they could achieve on their own initiative. The second author, who has been incorporating diverse cooperative learning techniques analyzes the findings presented by the first author, and simultaneously conceptualizes a framework for building a more effective learning environment for successful implementation of TBL. In short, the authors argue the importance of assuring well-planned instructional sequence for fostering students' self-directed learning habits throughout a four-year undergraduate curriculum at Soka University.departmental bulletin pape