Arteries to Ailerons: Applying team-based learning methods from Duke-NUS Medical School to flip the classroom for active and relevant learning at Embry-Riddle Aeronautical University Asia

Brian O ’Dwyer, Commercial Founder and Executive Chairman, CognaLearn



The author, a new faculty member, was faced with using Embry-Riddle ’s Multi Modal Templates (“MMTs”) to teach in Singapore. However, the MMTs were designed for American students, not for students that will need to address Asian aviation problems. Asian relevance is critical because in the next eleven years, Asian air traffic will double, growing at twice the United States rate and more aircraft will be added in Asia than Europe and the United States combined.



Improve learning by employing active learning techniques to deliver the Embry-Riddle curriculum in a regionally relevant manner. A Management for Aeronautical Science was taught with Duke-NUS team based learning methods by using Embry-Riddle MMTs as pre-work before class. Class started with an individual quiz, then a group quiz followed by a discussion to ensure pre-work was understood. The second half of class was spent solving regionally or practically relevant cases in teams. For example, application exercises would feature Asian airlines and issues such as AirAsia instead of American Airlines.



End of course student surveys reported 30% higher likelihood of recommending this course versus the Singapore campus average (14% higher than the worldwide average). Stated differently, 98% of respondents would “recommend this course to others” compared to 75% for the Singapore average (85% for the worldwide average). The surveys also reported 17% higher active learning engagement versus the Singapore average (7% higher than the worldwide average).



Team-based learning is an effective method for active and relevant learning.

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