Title: In-class permanent teams in a team-lecture hybrid instructional strategy: application in health management and public administration courses
Authors: David Besong Tataw
Addresses: Business and Health Administration, College of Saint Elizabeth, Morristown, NJ 07960, USA
Abstract: The author presents a team-lecture hybrid (TLH) instructional design which adopts and improves on team-based learning (TBL) strategies by enlarging the learner's empowerment zone in the learning environment while maintaining the instructor's leadership as an active teacher. The design is guided by an integrated conceptual framework which links objectivist, constructivist, and social learning approaches to shape a learner-centred and learner oriented strategy. The rationale, conceptual framework, program components, and implementation are described. Evaluation strategies and lessons learned from the two year implementation process are also covered.
Keywords: in-class teams; permanent teams; team-lecture instructional strategy; hybrid instructional strategy; collaborative learning; social learning; active teaching; active learning; educational strategy implementation; educational strategy evaluation; instructional design; team-based learning; TBL; learner empowerment; health management courses; public administration courses; higher education.
DOI: 10.1504/IJIIE.2014.067936
International Journal of Innovation in Education, 2014 Vol.2 No.2/3/4, pp.182 - 206
Accepted: 11 Dec 2014
Published online: 09 Mar 2015 *