Team-Based Versus Traditional Learning in a Blended Learning Environment: Effect on Self-Regulated Outcomes of Nursing Students

The purpose of this quasi-experimental study was to compare the effectiveness of team-based blended learning with traditional instructor-led blended learning, on self-regulated online learning activities and learning outcomes, for baccalaureate junior nursing students enrolled in a nursing research and evidence-based practice course. Team-based learning is an instructional strategy that utilizes small group discussion and application activities to promote active student learning. The non-randomized sample consisted of 98 students enrolled in the traditional instructor-led control group and 86 students enrolled in the team-based learning intervention group. The percentage of total online viewing time was used as a measure of self-regulated online learning activities. Student learning outcomes were quantified by the mean score on two course examinations. A significant (p<0.001) increase in self-regulated percentage of online viewing time was found in the team-based learning intervention group. The team-based learning group demonstrated significantly (p=0.003) higher mean examination scores than the instructor-led control group. A weak positive relationship (p<0.01) was found between examination scores and measures of self-regulated learning online learning activities. The findings indicate that team-based learning is an effective instructional strategy that can be used to promote self-regulated learning and improved learning outcomes in nursing students enrolled in blended online nursing courses.