English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

The purpose of this dissertation was to describe the effectiveness of Team-Based Learning (TBL) in an undergraduate capstone course within the College of Agriculture and Life Sciences at Iowa State University. The effectiveness of TBL was measured in three ways, as outlined in the objectives for this study. The objectives were to: (1) Describe student perceptions regarding their beliefs and attitudes about learning, motivation to learn, and professional development through critical thinking; (2) Examine student engagement in a TBL formatted course via student reported frequency of engagement activities compared to instructor-rated importance of engagement activities; (3) Explore the impact a semester-long, TBL formatted capstone farm management course had on the growth and development of student social networks. For objective one, students completed a preand post-test regarding their experience in learning in groups, motivation to learn, and their development of skills relating to critical thinking. Objective two utilized a classroom-level engagement instrument to determine synergy or discord between student participation in–and instructor-rated value– of specific engagement activities. Objective three utilized a sociometric survey to determine collaboration networks among students in a TBL formatted course. Results from objective one indicated a positive increase across all three learning domains. Students felt that working in teams was a valuable way to spend class time and that being part of a team aided in their overall course performance. Perceived gains were also indicated on students’ problem solving abilities as well as their ability to analyze and synthesize relevant information from course content. For objective two, the results indicated that the TBL-formatted capstone course engaged students at high levels. Students worked collaboratively to solve practical problems, utilized technology to complete assignments, and felt the classroom atmosphere was conducive for learning. Student

Team-based learning in an undergraduate capstone course: Examining the effectiveness of a learner-centered instructional method for farm management and operation students