Optimize Knowledge Sharing, Team Effectiveness, and Individual Learning within the Flipped Team-Based Classroom

Due to the competitive and fast-changing nature of external business environments, university students should acquire knowledge of how to cooperate, share knowledge, and enhance team effectiveness and individual learning in the future workplace. Consequently, the redesign of business courses in higher education merits more discussion. Based on the notions of team-based learning (TBL) and flipped classrooms, we proposed a business course model consisting of three main phases, which have before-class, in-class, and online-course activities. After implementing these course models in two business courses at two public universities in Taiwan, a survey based on social learning and social exchange theories was distributed. A total of 262 business undergraduate students participated in this study. The findings show that team members' valuable contributions are important in teams. This has significant impact on knowledge sharing and team effectiveness. Knowledge sharing also matters in teams since it is a significant mediator between team members' valuable contributions and team effectiveness. In addition, when team effectiveness is higher, students in this class perceive higher levels of individual learning. [For the complete proceedings, see ED579282.]