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dc.contributor.authorJeno, Lucas Matias
dc.contributor.authorRaaheim, Arild
dc.contributor.authorKristensen, Sara M.
dc.contributor.authorKristensen, Kjell Daniel Berg
dc.contributor.authorHole, Torstein Nielsen
dc.contributor.authorHaugland, Mildrid Jorunn
dc.contributor.authorMæland, Silje
dc.coverage.spatialNorwaynb_NO
dc.date.accessioned2019-03-14T09:51:26Z
dc.date.available2019-03-14T09:51:26Z
dc.date.created2017-11-17T08:19:47Z
dc.date.issued2017
dc.identifier.citationJeno, L. M., Raaheim, A., Kristensen, S. M., Kristensen, K. D., Hole, T. N., Haugland, M. J., . . . Eddy, S. L. (2017). The Relative Effect of Team-Based Learning on Motivation and Learning: A Self-Determination Theory Perspective. CBE—Life Sciences Education, 16(4)nb_NO
dc.identifier.issn1931-7913
dc.identifier.urihttp://hdl.handle.net/11250/2589963
dc.description.abstractWe 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.nb_NO
dc.language.isoengnb_NO
dc.publisherAmerican Society for Cell Biologynb_NO
dc.rightsNavngivelse-Ikkekommersiell-DelPåSammeVilkår 4.0 Internasjonal*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-sa/4.0/deed.no*
dc.titleThe relative effect of team-based learning on motivation and learning: a self-determination theory perspectivenb_NO
dc.typeJournal articlenb_NO
dc.typePeer reviewednb_NO
dc.description.versionpublishedVersionnb_NO
dc.rights.holder© 2017 L. M. Jeno et al.nb_NO
dc.subject.nsiVDP::Samfunnsvitenskap: 200::Psykologi: 260nb_NO
dc.subject.nsiVDP::Medisinske Fag: 700::Helsefag: 800::Fysioterapi: 807nb_NO
dc.source.pagenumber1-12nb_NO
dc.source.volume16nb_NO
dc.source.journalCBE - Life Sciences Educationnb_NO
dc.source.issue4nb_NO
dc.identifier.doi10.1187/cbe.17-03-0055
dc.identifier.cristin1515081
cristin.unitcode203,3,0,0
cristin.unitcode203,3,11,0
cristin.unitnameAvdeling for helse- og sosialfag - Bergen
cristin.unitnameInstitutt for ergo/fysio/radio - Bergen
cristin.ispublishedtrue
cristin.fulltextoriginal
cristin.qualitycode1


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