Team-based learning: an ethnicity-focused study on the perceptions of teamwork abilities of engineering students

Beneroso, Daniel; Erans, Maria

Abstract

A study into the influence of the team-based learning (TBL) model upon the perception of White, Asian and Black and Minority Ethnic (BME) students about their peers’ teamwork abilities is addressed herein. A large cohort of final-year engineering students grouped into 24 diverse teams assessed their team’s peers after completing a 10-credit TBL module by means of a peer-assessment survey instrument that spanned the areas of individual performance, adjustment and support, and decision-making. No significant differences were found in perceived student adjustment and support across the different ethnicity groups. Nevertheless, despite TBL having been reported to promote innovative outcomes stemming from the social diversity characterising the teams, our findings suggest that the implementation of TBL per se may not be enough to enhance the significantly poorer perceived performance and decision-making skills of BME students when they work in teams.

Citation

Beneroso, D., & Erans, M. (2020). Team-based learning: an ethnicity-focused study on the perceptions of teamwork abilities of engineering students. European Journal of Engineering Education, 46(5), 678-689. https://doi.org/10.1080/03043797.2020.1865879

• Journal Article Type: Article
• Acceptance Date: Dec 15, 2020
• Online Publication Date: Dec 29, 2020
• Publication Date: Dec 29, 2020
• Deposit Date: Jan 22, 2021
• Publicly Available Date: Dec 30, 2021
• Journal: European Journal of Engineering Education
• Print ISSN: 0304-3797
• Electronic ISSN: 1469-5898
• Publisher: Taylor & Francis Open
• Peer Reviewed: Peer Reviewed
• Volume: 46
• Issue: 5
• Pages: 678-689
• DOI: https://doi.org/10.1080/03043797.2020.1865879
• Keywords: General Engineering; Education
• Public URL: https://nottingham-repository.worktribe.com/output/5251200
• Publisher URL: https://www.tandfonline.com/doi/abs/10.1080/03043797.2020.1865879
• Additional Information: This is an Accepted Manuscript of an article published by Taylor & Francis in European Journal of Engineering Education on 29th December 2020, available online: https://www.tandfonline.com/doi/abs/10.1080/03043797.2020.1865879