| Beyond small groups - harnessing the extraordinary power of learning teams |
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| Getting started with team-based learning |
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| Creating effective assignments - a key component of team-based learning |
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| Group process research - implications for learning groups |
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| An alternative to lecturing in the sciences |
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| Using case studies in science - and still "covering the content" |
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| Working with nontraditional and underprepared students in health education |
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| A dramatic turnaround in a classroom of deaf students |
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| Overcoming initial mistakes when using small groups |
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| Creating group assignments that teach multiple concepts in interdisciplinary course content |
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| Team-based learning in large classes |
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| Using team-based learning in a very traditional cultural, and institutional context |
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| Team-based learning in international situations |
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| Team-based learning in a course combining in-class and online interaction |
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| Team-based learning - a strategy for transforming the quality of teaching and learning |
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| Appendices: A, Frequently asked questions about team-based learning. B, Calculating peer evaluation scores. C, Setting grade weights - a team-building exercise. D, Miscellaneous materials related to team-based learning. E, Speeding up team development wi |
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| Beyond small groups - harnessing the extraordinary power of learning teams |
|
| Getting started with team-based learning |
|
| Creating effective assignments - a key component of team-based learning |
|
| Group process research - implications for learning groups |
|
| An alternative to lecturing in the sciences |
|
| Using case studies in science - and still "covering the content" |
|
