Impact of the team-based learning methodology: Perception of students from different university careers

Abstract

Introduction: The university, in moments of returning to on-site classes post-pandemic, faces the challenge of promoting student engagement and protagonism through the use of active learning methods. One method is Team-Based Learning (TBL), in which students reflect, investigate, and construct learning collaboratively, supported by the teacher. Objective: To understand students’ perceptions of the use of the TBL method and how it contributes to active learning. Methods: This descriptive study was applied to a general education course with university students from various majors. The TBL method was implemented in three content areas, and an adapted survey of the “Team-Based Learning Student Assessment Instrument” with 19 items was used to evaluate students’ perceptions of the method. Results: 82.4% of the students perceived a sense of responsibility in the teaching-learning process, the importance of team members’ contributions, and the application of what was learned through learning activities at each stage of TBL, generating collective enjoyment. Conclusions: The implementation of the TBL method fosters a sense of community in the classroom and enhances student satisfaction in teamwork activities, which is particularly relevant in times of returning to on-site classes after a period of distance learning. Teachers must adapt their roles and pedagogical approaches, transitioning from knowledge transmitters to learning facilitators.