Background: Team-based learning (TBL) is an interactive teaching method that has been implemented in person and online. Past research has evaluated in person TBL; however, little is known about online TBL. Aims: This study evaluated the effectiveness of online TBL in psychology students during the COVID-19 pandemic and their satisfaction with their course. Sample and method. Thirty-six first and second year psychology students who participated in TBL courses between September-January 2020-21 completed an online survey. Participants completed a TBL questionnaire assessing their attitudes with TBL experience, rated their overall satisfaction with their team, and online delivery of their course, and self-reported their grades. They also listed the one aspect they liked the most about the TBL sessions, and suggested one way to improve them. Results and conclusions: Our results suggested that peer evaluation motivated second-year students to work harder and more collaboratively compared to first-year students. Second-year students also reported that teams make good decisions and working with a team helped them develop team-working skills compared with first-year students. Students with previous TBL experience reported that being part of a team discussion improved their ability to think through problems compared to students with no previous TBL experience. Forty percent of the participants enjoyed their online TBL course suggesting it is a viable teaching method in psychology and may be preferred over traditional lecture-style or in person courses.The purpose of the research was to evaluate the effectiveness of team-based learning for psychology students and their satisfaction with their course. Data was collected from students who were enrolled in psychology courses at the University of Bradford and completed team-based learning (TBL) modules during academic year 2020/21.

All psychology students who completed a TBL module at the University of Bradford between September-January 2020-21 were invited via email to participate in a brief online survey (90 first-year and 35 second-year students). Thirty-six students responded (29% response rate) and were included in the analyses M age = 23.89, SD = 9.56); 27 first-year students (26 female, M age 23.81, SD = 9.08, 16 reported they had previous TBL experience) and 9 second-year students (8 female, M age = 24.11, SD = 11.94, 5 reported they had previous TBL experience). A TBL questionnaire assessing students attitudes with TBL experience developed by Parmelee et al. (2009) was used with the authors’ permission. It comprises 20 items to appraise students’ overall satisfaction with team experience, team impact on quality of learning, satisfaction with peer evaluation, professional development, and team impact on reasoning. Participants responded on a 5-point Likert scale (Strongly disagree = 1 - Strongly agree 5). Participants rated their overall satisfaction with their team, TBL course and degree on a 10-point Likert scale (Not satisfied at all = 0 - Extremely satisfied = 10). They also rated how well they prepared before classes overall (Not prepared at all = 0 - Extremely prepared = 10). Participants rated their level of agreement with the following statements: I would like to see more TBL courses as part of my degree, I enjoyed the online mode of TBL class delivery, and I would have preferred face-to-face TBL classes. Responses were on a 5-point Likert scale (Strongly disagree = 1 - Strongly agree = 5). Participants self-reported their grades on iRATs, tRATs, team application activities, and overall grade, and whether their grades on this TBL course were Higher, Lower or About the same with other non-TBL courses. Participants were also asked to list the one aspect they liked the most about the TBL sessions, and to suggest one way to improve the TBL sessions.