In this paper, I argue that gains can be made in both staff efficiency and educational value by replacing the traditional lecture/practical format of higher‐education courses with a new format involving team‐centred, resource‐based learning (RBL). Under the new format, students are deployed in independent teams to tackle a series of tasks supported by various resources, including documentation, email access to a tutor and, of course, the team itself. The new format also fosters personal transferable skills (teamwork, time management), which are not directly addressed by the traditional lecture/practical format. I further argue that whereas computer‐based learning applications typically have a minor role as an adjunct to the traditional lecture format, they provide a natural medium for the delivery of resources in the RBL format. I illustrate my contention by reference to Bio. 1001, a course in fundamental science skills for first‐year undergraduates. The results of student evaluations exemplify the success of the RBL format in Bio. 1001. Moreover, the new course returned substantial increases in staff efficiency. I describe the potential for computers to play a greater part in the course in future. In conclusion, I speculate that the team‐based, RBL format can be usefully generalized to any course that can be converted to continuous assessment by serial, group tasks
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