Larry Michaelsen

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• PhD
• Professor Emeritus at University of Central Missouri

This article describes an innovation called the Integrative Business Experience (IBE) that links a set of required core business courses to an entrepreneurial practicum course in which two things occur. One is that students are concurrently enrolled in the required core business courses and a practicum course while they create a start‐up business (...

This paper provides an account of the pilot and first year of a university improvement initiative, developed in response to a reaffirmation mandate from the Southern Association of Colleges and Schools Commission on Colleges. The initiative focused on increasing student retention and enhancing learning through the campus-wide use of team-based lear...

Background: To meet changes in society and health care, medical curricula require continuous improvement. A relatively new development in medical education is team-based learning (TBL). In the previous century, problem-based learning (PBL) emerged as an exciting new method. Aims: What are the similarities and differences between PBL and TBL? How...

This study is an empirical investigation aimed at answering the question, “Can transferable team skills be taught?” The study examined the question of whether or not a Team-based Learning experience (TBLE) (Michaelsen, Knight & Fink, 2004) had an enduring impact on students’ teamwork skills. The study showed that students with prior TBLE received h...

The authors address three questions: (1) What are the founda- tional practices of team-based learning (TBL)? (2) What are the fundamental principles underlying TBL’s foundational practices? and (3) In what ways are TBL’s foundational prac- tices similar to and/or different from the practices employed by problem-based learning (PBL) and cooperative...

Team-based learning™ (TBL) is an instructional strategy developed in the business school environment in the early 1990s by Dr Michaelsen who wanted the benefits of small group learning within large classes. In 2001, a US federal granting agency awarded funds for educators in the health sciences to learn about and implement the strategy in their edu...

Medical and health sciences educators are increasingly employing team-based learning (TBL) in their teaching activities. TBL is a comprehensive strategy for developing and using self-managed learning teams that has created a fertile area for medical education scholarship. However, because this method can be implemented in a variety of ways, publish...

Team-Based Learning (TBL) is a unique, powerful, and proven form of small-group learning that is being increasingly adopted in higher education. Teachers who use TBL report high levels of engagement, critical thinking, and retention among their students. TBL has been used successfully in both small and large classes, in computer-supported and onlin...

Abstract Introduction Peer evaluation in a team-based learning (TBL) instructional strategy emphasizes individual and group accountability and allows students to demonstrate and evaluate effective teamwork skills and provide constructive feedback to their peers. To ensure students have an opportunity to reward peers who contribute most to team assi...

In this chapter, we examine the relationship between the best practices of evidence-based teaching and the principles that constitute team-based learning.

This study was carried out to determine the antibacterial activity of Ipomoea reptans extracts which the plant collected from Sudan. All previous literatures and studies carried out but this the first time to study this plant from this area. In this present study, in vitro antibacterial activity of nine Ipomoea reptans extracts were performed to de...

Team-based learning (TBL) in medical education has emerged over the past few years as an instructional strategy to enhance active learning and critical thinking - even in large, basic science courses. Although TBL consistently improves academic outcomes by shifting the instructional focus from knowledge transmission to knowledge application, it als...

TBL is a collection of practices that support one another for powerful instructional effect. This chapter describes the building blocks of team-based learning and the steps necessary to put them into place.

TBL is a collection of practices that support one another for powerful instructional effect. This chapter describes the building blocks of team-based learning and the steps necessary to put them into place. [ABSTRACT FROM AUTHOR]

Educators face an increasingly difficult task in preparing students for today’s information technology and/or information systems (IT/IS) jobs. The foundation must ensure that students master solitary tasks such as programming and logical design. However, the reality of IT/IS jobs requires that students must also be prepared to deal with increasing...

This chapter describes the implementation of an interdisciplinary undergraduate curricular innovation in two different university settings. The Integrative Business Experience (IBE) requires students to enroll concurrently in three required core business courses and a practicum course in which they develop and operate a startup business (based on a...

After a brief review of integrative small group learning models that have appeared in the educational psychology literature, this article then looks into the group dynamics literature and describes one of that field’s most well-documented findings: that interactions among group members change somewhat predictably over time. How theorists from vario...

This book describes team-based learning (TBL), an unusually powerful and versatile teaching strategy that enables teachers to take small group learning to a whole new level of effectiveness. It is the only pedagogical use of small groups that is based on a recognition of the critical difference between "groups" and "teams", and intentionally employ...

In order to start using team-based learning, teachers need to understand the key principles involved and the desired sequence of events in a team-based learning class. In this essay, after explaining what it is that gives learning teams their unusual and special capability for promoting significant learning, Michaelsen identifies the four key princ...

Team-Based Learning (TBL) is an especially powerful way of using small groups. Different authors have used different terms when writing about small groups: learning groups, collaborative learning, cooperative learning, and team learning. Despite the varying terminology, all refer to the same idea: putting individual students in a class into small g...

The University of Oklahoma's Price College of Business has implemented an integrated core curriculum that relies on engaging students in business-world experiences to provide a conceptual basis for integration of a wide range of concepts. Experience is gained through two projects--creation and management of a start-up company (funded by a loan) and...

Groups change and develop over time. Research on longitudinal groups documents both group process and task performance changes. The decision making/conflict resolution literature includes relatively few longitudinal studies. This study examines the use of compromise (a conflict resolution strategy that results in sub-optimal performance on the task...

The primary objective of this article is to provide readers with guidance for designing effective group assignments and activities for classes and workshops. In doing so, we examine the forces that foster social loafing (uneven participation) in learning groups and identify four key variables that must be managed in order to create a group environm...

The most important contribution of this article is that it sets forth the 4 characteristics of designing assignments for groups that, when used in combination, will ensure that the assignment will promote effective, content-related discussion and nearly eliminate the risks with students adopting a "divide-and-conquer" approach for completing the as...

Business schools are expected to be "professional" in the sense that their mission is primarily to prepare people to practice their skills in the business world. Various critics, however, claim that management professors overemphasize theory and research and neglect the practice and applications students need to transfer classroom theory to the wor...

This article is aimed at achieving two purposes: (a) challenging the common and often unrecognized assumption that the only way to ensure that students are exposed to course concepts is by personally going over the material in class and (b) describing how minitests (i.e., individual test -+ group test -+ appeals -- instructor input) can be used to...

This paper defines Team Learning, a comprehensive, group-based instructional format originally developed to facilitate active learning in large classes, but has subsequently proven to be effective in a wide variety of instructional settings. The authors identify the structural differences in the roles that instructors and students play in a Traditi...

This article examines potential parallels between using teams in the workplace and in the classroom and is based on the assumption that educators may be able to learn a great deal from industry's successes using high-performing teams. This article (1) outlines the key attributes of groups affecting their ability to engage in productive work, (2) id...

The interaction process and performance of culturally homogeneous and culturally diverse groups were studied for 17 weeks. Initially, homogeneous groups scored higher on both process and performance effectiveness. Over time, both types of group showed improvement on process and performance, and the between-group differences converged. By week 17, t...

The interaction processes of culturally homogeneous and culturally diverse groups were studied for 17 weeks. Initially, homogeneous groups scored higher on both process and performance effectiveness. Over time, both homogeneous and heterogeneous groups showed improvement on process and performance, and between-group differences converged. By week 1...

A number of authorities on management education believe that those who teach management should have managerial experience or have been in contact with real-world management practices. However, a significant number of management professors have had only minimal management experience. The authors make the case that this may be problematic. This short...

This paper describes Team Learning, a comprehensive, group-based instructional format that was originally developed to facilitate active learning in large classes, but has subsequently proven to be effective in a wide variety of instructional settings. The primary features of the approach include: 1) permanent and purposefully heterogeneous work gr...

Though not arguing against the practical value of group decision making per se, R. S. Tindale and J. R. Larson (see record 1992-19783-001) used data from computer simulations and an 8-group replication study as a basis for questioning the validity of the findings reported by the present authors (see record 1990-04483-001). The authors show that T...

Examined the extent to which increased experience in working in a group would affect group vs individual problem solving. The duration and intensity of group involvement for Ss (over 30 hrs) were extensive. In addition, the reward system provided a clear and direct tie between individual or group performance and a significant outcome (i.e., course...

Group construct systems were defined through application of a group construct grid that elicited types of groups in which an individual had participated or closely observed. The Group Grid was administered at the beginning and the end of a 4-month graduate class. The meanings of groups to participants were interpreted by examining changes in Group...

Nearly all research on the accuracy of individual versus group decision making has used ad hoc groups, artificial problems, and trivial or nonexistent reward contingencies. These studies have generally concluded that the knowledge base of the most competent group member appears to be the practical upper limit of group performance and that process g...

Nearly all research on the accuracy of individual versus group decision making has used ad hoc groups, artificial problems, and trivial or nonexistent reward contingencies. These studies have generally concluded that the knowledge base of the most competent group member appears to be the practical upper limit of group performance and that process g...

In every aspect of our lives, we are constantly faced with the need to tell others—family, friends, associates, bosses, subordinates—about the effects of their behavior. Often, the goal of such feedback is to be helpful—that is either to encourage them to reinforce positive behavior or to eliminate behavior that is detrimental to them, to us or to...

Interaction that occurs while a group completes a cooperative task describes how the group works. Group members working cooperatively on complex intellective tasks completed open-ended questionnaires that described interaction behaviors that facilitated and behaviors that interfered with their group's performance over the life of the group (four mo...

Research has shown that leaders' knowledge of prior subordinates' performance affects behavior and interaction with subordinates. 60 leader-subordinate dyads participated in interviews to appraise performance. Student-leaders were assigned randomly to a condition of high or low subordinates' performance. Deci's controlling and informational factors...

Attribution theory research has shown that leader attributions of subordinate prior performance information influence leader-subordi nate interaction and problem solving. However, the effect of perfor mance information attributions in combination with levels of leader participation behavior on leader-subordinate interaction has received little atte...

Professional school education involves much more than the teaching of facts; students must learn how to use their knowledge in the performance of a professional role.

Contrary to popular opinion, large classes can be productive and satisfying both for students and for teachers, but this will not happen unless students are actively involved in the learning process.

This study empirically investigates the use of the Nominal Group Technique (NGT) as an informational input mechanism into the formulation of a Solar Energy Plan for the state of Oklahoma. Data collected from a questionnaire administered to participants of an NGT solar energy planning workshop indicated that the NGT was rated as being a highly effec...

This article describes an activity that we use in the first week of the school term and is based on allowing students to provide input into the grading system that will be used in the class. Based on over 35 years of experience, the activity reliably produces a number of very positive outcomes. These include: promoting the development of student te...

This study investigates the theory/applications orientation in management courses, the factors which influence this balance, and the techniques used to bring applications into the classroom. Overall, the findings indicate a balance between theory and applications. However, the theory/applications orientation was influenced by a number of factors: t...

Managers and students have frequently criticized management professors, accusing them of having little practical experience outside their academic "ivory towers." This research challenges these assertions. The typical management professor has 12 years of managerial experience and 7 years of nonmanagerial experience. However, most of this experience...

The relationship between work group effectiveness, leaders' behavior, and leaders' interpersonal relations orientation scores in three levels of situational favorability were studied. Subjects were members and supervisors of 119 work groups in the maintenance and production departments of a metal fabricating plant. It was found that (a) in a very u...

This paper reports the results of a study evaluating the impact of a University of Oklahoma undergraduate Integrated Business Core (IBC). IBC students complete three of their required junior-level core courses in conjunction with a hands-on experience in which they create and manage two significant enterprises: an actual start-up company and a hand...