We would like to extend our congratulations on behalf of the TBLC to this year’s poster award winners: Naomi Twigg, Colleen Corte, Elaine Hardy, and Alysha Hart. Their poster abstract was titled “Examining students’ preference, satisfaction, and experience with team-based learning in an online environment.” As the lead presenter, TBLC is pleased to announce that Naomi Twigg will receive one year of free membership for winning. Please see their abstract below:

Over the last decade, the popularity of taking an online course in U.S. higher education has grown astronomically with a 17.3% growth rate totaling 6.7 million online learners. Students are attracted and satisfied with online courses because of the convenience they offer, however, they are dissatisfied with the lack of interaction with their instructor and other students in the course. Team-based learning (TBL) has traditionally been implemented in face-to-face or blended classroom environments, which have shown to increase students’ learning of the course concepts, increase students’ level of engagement, and improve students’ attitudes about teamwork compared to traditional lecture-format. While there has been great success with TBL in the classroom, there has been limited research on the effectiveness of TBL in an asynchronous online environment. The purpose of this study was to evaluate graduate nursing students’ preference, experience and satisfaction with taking a TBL course in an online environment. The authors hypothesize that graduate nursing students taking an asynchronous online TBL course would prefer and be more satisfied with this teaching methodology in comparison to a non-TBL, asynchronous online course. The sample included graduate nursing students (n=116) enrolled in an asynchronous, online TBL course. Students will be surveyed at the end of the 2015 fall semester using a 33-item adapted version of the Team-Based Learning Student Assessment Instrument (TBL-SAI). An analysis of students’ preference, experience, and satisfaction with taking an asynchronous online TBL course has the potential to lead to course developments and improve learning outcomes.