Introduction
Bigg’s (1985) 3P model maps out student learning (product) as a function of learning-focused activities occurred (process) contingent upon students’ individual and team characteristics (presage). This study seeks to understand how student learning unfolds with iterations of Team-Based Learning (TBL) activities (Michaelsen & Sweet, 2008) taken place in a synchronous online course. It also explores the influences of team context, along with students’ individual differences, as the presage at play.

Methods
The study is drawing on the experience of a post-secondary course on management offered in a semester as a synchronous online class, involving multiple TBL cycles spanning 12 weeks. The class sized 39 was divided into 8 teams of 4-5, based largely on students’ demographic background as provided in a pre-course survey, with a view to achieving diversity for each team (Parmelee & Michaelsen, 2010).

Students’ individual learning gains through TBL activities are measured by comparing tRAT against iRAT results (Hake, 2002) and evaluated across the sample with individual differences, including their indicated synchronous online learning experience. To assess the impact of team factors, team diversity and team cohesiveness are included in the investigation. Team diversity is operationalized as Teachman’s index (1980) based on students’ background (e.g., gender and work experience) and responses to Leadership Style Questionnaire (Farwell in Kshirsagar, 2025). Team cohesiveness is measured by the variance in peer evaluations within each team collected in three waves throughout the course (Esley, 2012). Correlation and regression analysis are adopted as the primary strategy for data analysis.

Results (expected)
TBL is expected to bring about contributions to student learning not only in term of academic performance as represented by learning gains in the TBL activities, and assessment (e.g., assignment and test) scores, but also in soft skills and depositions, such as teamwork attitudes and learning skills measured by Teamwork Perception Survey (Gallegos et al., 2011) and TBL Student Assessment Instrument (Mennenga, 2012) respectively.

Conclusions (tentative)
How individual and team factors at play (as presage) in TBL (the learning process) is unclear. The study is perhaps the first of its kind in revealing the influences of team factors, such as team diversity and cohesiveness, on learning gains (product) in TBL activity conducted in a synchronous online environment. It shed insights on how student learning in academic knowledge, along with teamwork attitudes and team-learning skills, unfolds over iterations of TBL activities.