1) The document discusses how team-based learning (TBL) can be used in online education to deepen student learning through social and academic interaction in groups. It compares the old and new paradigms of teaching and highlights advantages and challenges of TBL. 2) Rubrics are important for developing effective online assignments and discussions by clearly listing the criteria for assessment. Eight criteria for developing effective rubrics are outlined. 3) A survey was conducted to get student opinions on the value of rubrics in online discussions. Respondents suggested using small permanent teams, timely feedback, well-constructed rubrics, and assignments that apply course materials.

1. Group Presentation on
Learning Communities and Team-
Based Learning: Developing
Management and Business
Competencies
Gyongyi Konyu-Fogel,Walsh College; Mary B. DuBois, Bemidji State University; Valerie Wallingford, Bemidji State
University
Reviewed by:
Ravi Prakash Krishnamurthy
Rukmangadhan J
Rama Mohan C N
Ragavi Nayak
Prashanth Kumar

2. Introduction
• Advancement in technology has transformed
higher education
• Network learning has gained importance
• Information age requires educators to consider
new models of online learning
• Team based Learning (TBL) in online education is
a new approach to deepen learning
• Online TBL is enhanced via the social and
academic interaction of the group

3. Higher Education: A Vision for
Learning in the 21st Century
Industrial Age Information Age
Classrooms, libraries, and laboratories Network
Teaching Learning
Seat time-based education Achievement-based learning
Information acquisition Knowledge navigation
Distance education Distance-free learning
Continuing education Perpetual learning
Time out for learning Fusion of learning and work
Separation of learners and learning
systems
Fusion of learning systems

4. Comparison of Old and New Paradigms of Teaching
Old Paradigm New Paradigm
Knowledge Transferred from Faculty to Students Jointly constructed by
Students and Faculty
Students Passive vessel to be filled by Faculty
knowledge
Active constructor, discoverer,
transformer of
own knowledge
Faculty Purpose Classify and sort Students Develop Students’
competencies and talents
Relationships Impersonal relationships among
Students
and between Faculty and Students
Personal transaction among
students and between
faculty and students
Context Competitive and individualistic Cooperative learning in
classroom and
cooperative teams among
faculty
Assumption Any expert can teach Teaching is complex and
requires considerable
training

5. Team Based Learning - Advantages
• Generate ideas.
• Improve independent thinking
• Assist passive learners to become active
participants.
• Develops problem solving skills in students
• Recognizes gaps in one’s knowledge
• Proper grading system and constant
monitoring can make it effective

6. Team based learning - Challenges
• Cultural difference
• Technological challenges
• Participation challenges
• Completion of tasks
• Developing a sense of trust.

7. Team Based Learning - two main factors of
successful online learning
• Course design
• Student interaction and collaboration

8. Rubrics in online learning
• Rubric is a scoring tool that lists
the criteria for an online
assignment

9. Eight criteria for developing effective
Rubrics
• Use criteria which recognize performance
• Employ holistic & analytical marking that reward the
learner’s final level of competency
• Apply valid measures of the course objectives
• Criteria should exhibit high levels of fidelity and not reward
non-achievements such as effort or participation
• Be expressed clearly and simply to maximize reliability
• The rubric should use terminology consistently
• The criteria should be free of bias
• Should recognize and reward the unique affordances of
online writing

10. Survey Methods
• Online survey to rate on the value of rubrics in
online discussions.
• Likert’s scale used in questionnaire
• 20 responses analyzed
• Opinion on
• Value of rubrics
• Rubrics in homework assignments
• Value of TBL in online discussions
• Ideal size of the online group

11. Suggestions given by respondents
• Small permanent teams to be formed ( 7-10)
based on expertise, location etc
• Timely feedback
• Well constructed rubrics for guidance and
evaluation
• Incorporate assignments and tasks that
encourage preparation and application of
course material

12. Conclusion
• Frequent interaction makes online classes effective
• As facilitators one should guide, engage and direct
participants to contribute
• Online groups should be small
• Rubrics and TBL facilitate application of course
• Assessment needs to be done on outcomes in a valid
and credible way
• A feedback loop can help evaluate the effectiveness
of online teaching
• Training the faculty on rubrics and TBL methods
facilitate online learning outcomes