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dc.contributor.authorJeno, Lucas Matias
dc.contributor.authorRaaheim, Arild
dc.contributor.authorKristensen, Sara M.
dc.contributor.authorKristensen, Kjell Daniel Berg
dc.contributor.authorHole, Torstein Nielsen
dc.contributor.authorHaugland, Mildrid Jorunn
dc.contributor.authorMæland, Silje
dc.date.accessioned2018-03-09T13:52:59Z
dc.date.available2018-03-09T13:52:59Z
dc.date.issued2017
dc.identifier.urihttp://hdl.handle.net/1956/17501
dc.description.abstractWe investigate the effects of team-based learning (TBL) on motivation and learning in a quasi-experimental study. The study employs a self-determination theory perspective to investigate the motivational effects of implementing TBL in a physiotherapy course in higher education. We adopted a one-group pretest–posttest design. The results show that the students’ intrinsic motivation, identified regulation, perceived competence, and perceived autonomy support significantly increased going from lectures to TBL. The results further show that students’ engagement and perceived learning significantly increased. Finally, students’ amotivation decreased from pretest to posttest; however, students reported higher external regulation as a function of TBL. Path analysis shows that increases in intrinsic motivation, perceived competence, and external regulation positively predict increases in engagement, which in turn predict increases in perceived learning. We argue that the characteristics of TBL, as opposed to lectures, are likely to engage students and facilitate feelings of competence. TBL is an active-learning approach, as opposed to more passive learning in lectures, which might explain the increase in students’ perception of teachers as autonomy supportive. In contrast, the greater demands TBL puts on students might account for the increase in external regulation. Limitations and practical implications of the results are discussed.eng
dc.language.isoengeng
dc.publisherThe American Society for Cell Biologyeng
dc.relation.ispartof<a href="http://hdl.handle.net/1956/17502" target="_blank">The antecedents and consequences of students´ autonomous motivation. The relation between need-support, motivation, and academic achievement</a>
dc.rightsAttribution CC BY-NC-SAeng
dc.rights.urihttp://creativecommons.org/licenses/by-nc-sa/3.0/eng
dc.titleThe Relative Effect of Team-Based Learning on Motivation and Learning: A Self-Determination Theory Perspectiveeng
dc.typeJournal articleeng
dc.rights.holderCopyright 2017 The Author(s)eng
dc.type.versionpublishedVersioneng
bora.peerreviewedPeer reviewedeng
bora.journalTitleCBE—Life Sciences Educationeng
bibo.volume16eng
bibo.numberar59eng
dc.identifier.cristinID1515081
dc.identifier.doi10.1187/cbe.17-03-0055eng
dc.source.issn1931-7913eng
dcterms.isPartOfhttp://hdl.handle.net/1956/17502


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