Digitally Supported Team-Based Learning in a Discrete Mathematics Course: Student Reflections and Pedagogical Implications
Tiina Kraav, Kati Ain
Source abstract
This paper presents a practice-based account of implementing a digitally supported team-based learning (TBL) approach in a first-year discrete mathematics course at the University of Tartu. The course combined structured independent preparation with collaborative in-class activities, supported by the Moodle learning management system. Drawing on student feedback collected through open-ended course evaluations, the paper explores how this blended design was experienced by students and what they perceived as its affordances and challenges. Student responses suggest that learners valued peer discussion in practical sessions, the collaborative dimension of team tests, and the availability of clearly structured digital materials to support independent study. At the same time, they reported tensions related to workload, the timing of readiness assurance activities and the limited role of traditional lecturing. Rather than offering generalizable conclusions, the paper provides a contextually grounded account intended to support pedagogical reflection and to inform the design of similar learning environments.
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