Maximising engagement, interaction and providing effective feedback for large engineering cohorts is a significant challenge. Team-based learning is a powerful approach that has been shown to be effective in overcoming these issues. However, the use of team-based learning for very large class sizes, particularly in the field of engineering is limited. This study is focused on refining team-based learning for a large (∼350) student first-year mechanical engineering cohort. Team-based learning was trialled and optimised during tutorials over two successive academic semesters with the same group. Quantitative data collection was collected from student attendance and performance, and regular feedback provided qualitative insight. The results indicate that team-based learning enhances engagement, peer-to-peer learning, and exam performance, particularly for the lower quartile (5%–10% mark increase). However careful tailoring of the methodology is required, monitoring group effectiveness is challenging and the use of hybrid team-based learning needs future refinement.

Original languageEnglish
Number of pages23
JournalInternational Journal of Mechanical Engineering Education
Early online date5 Jun 2024
Publication statusE-pub ahead of print - 5 Jun 2024

Data Availability Statement

Data sharing not applicable to this article as no datasets were generated or analyzed during the current study


  • blended learning
  • first year
  • mechanical engineering
  • team dynamics
  • Team-based learning

ASJC Scopus subject areas

  • Education
  • Mechanical Engineering

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