Please use this identifier to cite or link to this item: https://hdl.handle.net/10356/87044
Title: How cognitive engagement fluctuates during a team-based learning session and how it predicts academic achievement
Authors: Rotgans, Jerome Ingmar
Schmidt, Hendricus Gerard
Rajalingam, Preman
Wong, Joey Ying Hao
Canning, Claire Ann
Ferenczi, Michael Alan
Low-Beer, Naomi
Keywords: Academic Achievement
Cognitive Engagement
Issue Date: 2017
Source: Rotgans, J. I., Schmidt, H. G., Rajalingam, P., Wong, J. Y. H., Canning, C. A., Ferenczi, M. A., et al. How cognitive engagement fluctuates during a team-based learning session and how it predicts academic achievement. Advances in Health Sciences Education,23(2), 339-351.
Series/Report no.: Advances in Health Sciences Education
Abstract: The objective of the paper is to report findings of two studies that attempted to find answers to the following questions: (1) What are the levels of cognitive engagement in TBL? (2) Are there differences between students who were more exposed to TBL than students who were less exposed to TBL? (3) To which extent does cognitive engagement fluctuate as a function of the different activities involved in TBL? And (4) How do cognitive engagement scores collected over time correlate with each other and with academic achievement? The studies were conducted with Year-1 and -2 medical students enrolled in a TBL curriculum (N = 175, 62 female). In both studies, six measurements of cognitive engagement were taken during the distinct TBL activities (preparation phase, individual/team readiness assurance test, burning questions, and application exercises). Data were analysed by means of one-way repeated-measures ANOVAs and path modelling. The results of the repeated-measures ANOVA revealed that cognitive engagement systematically fluctuated as a function of the distinct TBL activities. In addition, Year-1 students reported significantly higher levels of cognitive engagement compared to Year-2 students. Finally, cognitive engagement was a significant predictor of performance (β = .35). The studies presented in this paper are a first attempt to relate the different activities undertaken in TBL with the extent to which they arouse cognitive engagement with the task at hand. Implications of these findings for TBL are discussed.
URI: https://hdl.handle.net/10356/87044
http://hdl.handle.net/10220/44286
ISSN: 1382-4996
DOI: 10.1007/s10459-017-9801-2
Rights: © 2017 Springer Science+Business Media B.V. This is the author created version of a work that has been peer reviewed and accepted for publication by Advances in Health Sciences Education, Springer Science+Business Media B.V. It incorporates referee’s comments but changes resulting from the publishing process, such as copyediting, structural formatting, may not be reflected in this document. The published version is available at: [http://dx.doi.org/10.1007/s10459-017-9801-2].
Fulltext Permission: open
Fulltext Availability: With Fulltext
Appears in Collections:LKCMedicine Journal Articles

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