Study title

United Kingdom

Individual

Group

All psychology students who completed a TBL module at the University of Bradford between September-January 2020-21 were invited via email to participate in a brief online survey (90 first-year and 35 second-year students). Thirty-six students responded (29% response rate) and were included in the analyses M age = 23.89, SD = 9.56); 27 first-year students (26 female, M age 23.81, SD = 9.08, 16 reported they had previous TBL experience) and 9 second-year students (8 female, M age = 24.11, SD = 11.94, 5 reported they had previous TBL experience). A TBL questionnaire assessing students attitudes with TBL experience developed by Parmelee et al. (2009) was used with the authors’ permission. It comprises 20 items to appraise students’ overall satisfaction with team experience, team impact on quality of learning, satisfaction with peer evaluation, professional development, and team impact on reasoning. Participants responded on a 5-point Likert scale (Strongly disagree = 1 - Strongly agree 5). Participants rated their overall satisfaction with their team, TBL course and degree on a 10-point Likert scale (Not satisfied at all = 0 - Extremely satisfied = 10). They also rated how well they prepared before classes overall (Not prepared at all = 0 - Extremely prepared = 10). Participants rated their level of agreement with the following statements: I would like to see more TBL courses as part of my degree, I enjoyed the online mode of TBL class delivery, and I would have preferred face-to-face TBL classes. Responses were on a 5-point Likert scale (Strongly disagree = 1 - Strongly agree = 5).Participants self-reported their grades on iRATs, tRATs, team application activities, and overall grade, and whether their grades on this TBL course were Higher, Lower or About the same with other non-TBL courses. Participants were also asked to list the one aspect they liked the most about the TBL sessions, and to suggest one way to improve the TBL sessions.