Perceived Challenges and Successes of Teaching Team-Based Learning in an Online Setting

Ashleigh F. Bowman, University of South Alabama
Christopher W. Parrish, University of South Alabama
Karen W. Peterson, University of South Alabama

https://doi.org/10.9743/JEO.2025.22.4.2

Abstract

Team-based learning (TBL) is one pedagogy used to promote active learning. While TBL was initially implemented in the face-to-face classroom, there is a growing need for collaborative pedagogies in online classrooms. Course delivery in an online classroom may include a variety of formats and be accompanied by challenges related to the transition from a face-to-face classroom to an online modality. Instructors may have to devote more energy to course design, learning new technology tools, promoting student engagement, and planning in general. Consequentially, students can benefit from active learning through generating engagement online. Teaching TBL online may afford the positive benefits known to be associated with TBL while still allowing for the flexibility and accommodations of distance learning. This original qualitative research examined instructors’ perceptions of the challenges and successes of teaching TBL online across three distinct modes of course delivery and offers implications and considerations for instructors transitioning into an online setting.

Keywords: team-based learning, online education, synchronous engagement, asynchronous engagement