Enhancing Team-Based Learning by Moderating FIRST-ADLX Framework inTeacher Professional Development

Abstract

Over the past few decades, teacher professional development has increasingly focused on developing teachers’ professional skills in the use of TBL (team-based learning) in their classrooms, gaining new insights and perspectives, and enhancing their ability to meet the diverse needs of their students. Consequently, many studies have investigated the effectiveness of learner-centric approaches such as team-based learning, inquiry-based learning, problem-based learning, project-based learning, and others on learner engagement and knowledge acquisition. While such approaches have been found to motivate learners and improve learning outcomes, many teachers have struggled to create an impactful learner experience by following the recommended sequence alone. To address this issue, this paper proposes an integrated approach to designing and facilitating a learner experience using FIRST-ADLX (Focusing – Interacting – Reviewing – Sequencing – Transforming-Active Deep Learner eXperience) Framework to moderate a team-based learning session. The effectiveness of integrating team-based learning within FIRST-ADLX Framework in improving learner engagement, overall satisfaction, and knowledge retention is investigated through an auto-ethnographic research design (Lichtman, 2012; Méndez, 2013; Ellis & Bochner, 2000; Starr, 2010). Results indicate that FIRST-ADLX Framework effectively facilitates communication and collaboration among team members, supports the achievement of learning outcomes, and increases overall satisfaction and engagement. Therefore, using FIRST-ADLX Framework to moderate a learner-centric approach is an effective way to “develop and train teachers on how to understand, experience, practice and have a sustainable impact on learners” (Bahgat et al. 2020).and on the other hand to help teachers in several aspects of designing and facilitating a sustainable learning experience for their students.