TBL on a Course of Law at the University of Barcelona: Improving Academic Indicators

Authors

  • Daniel Moraga Facultad de Educación y Ciencias, Universidad Iberoamericana de Ciencias y Tecnología
  • Antoni Font Facultad de Derecho, Universidad de Barcelona
Keywords: team based learning, TBL, innovation on teaching

Abstract

The present paper shows a comparison between three different instructional strategies for learning. The three strategies were simultaneously applied in a bachelor course in the autumn semester 2012 (September-January) at the Law School at Barcelona University in Spain. The students of the course “Undertaking and Market Law” (rectius, Intellectual Property and Competition Law) were divided in three different groups, named M, O and T. The group M got simple lectures (conventional lecturing); the group O got an oriented learning and the group T was organised using the new strategy of active and collaborative learning of Team Based Learning (TBL). The student’s performance in the 3 different groups was compared using final score and satisfaction survey. The results showed that the students of the T group achieved higher scores than the students of the groups O and M. The difference of the results of the groups O and M related to the results of the group T was strongly significant (Chi-Square=66.719 ; df=4; p=0.000. The opposite analysis is true, with fails. The percentage of fails with oriented learning or Lecturing was high, 74% and 44% respectively, while with TBL strategy, students fails drop till 6%. The comparative result for satisfaction survey in the three groups also shows a tendency of higher student’s satisfactions when TBL strategy is used versus historical averages of satisfaction in the previous versions of the course. In conclusion, TBL generated better performances in this course of law, dropping significantly the rate of fails and increasing final higher scores, and consequently increases student’s satisfaction with TBL as compared with the other 2 strategies. The results of this pilot-study are clear and consistent with other studies in other knowledge areas (Engineering, Health, Basic Sciences, Social Sciences). This confirms the superiority of active and participatory strategies as the TBL in front of the traditional teaching.

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Published
28-04-2016
How to Cite
Moraga, D., & Font, A. (2016). TBL on a Course of Law at the University of Barcelona: Improving Academic Indicators. Distance Education Journal, (49). Retrieved from https://revistas.um.es/red/article/view/257481
Issue
No. 49 (2016)
Section
Articles

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