Advanced

Experiencing the role of PBL tutor.

Lyberg Åhlander, Viveka LU ; Lundskog, Margareta LU and Hansson, Kristina LU (2014) In Clinical Linguistics & Phonetics 28(1-2). p.36-46
Abstract
Abstract The tutor is important for student learning in the PBL group. The students expect the tutor to monitor and steer the group process and to support the learning process, helping students to become aware of their own learning. This study aimed at investigating the PBL tutor's role. Five PBL tutors at the Speech/Language Pathology program were interviewed regarding their view of the tutors' role and what support they need. The analysis of the transcribed interviews focused on finding patterns and variation regarding tutor-activity at different stages in the PBL work and in their views of their progress as tutors. The results indicate that being a tutor is a balancing act and that the tutor need continuous support and input from... (More)
Abstract The tutor is important for student learning in the PBL group. The students expect the tutor to monitor and steer the group process and to support the learning process, helping students to become aware of their own learning. This study aimed at investigating the PBL tutor's role. Five PBL tutors at the Speech/Language Pathology program were interviewed regarding their view of the tutors' role and what support they need. The analysis of the transcribed interviews focused on finding patterns and variation regarding tutor-activity at different stages in the PBL work and in their views of their progress as tutors. The results indicate that being a tutor is a balancing act and that the tutor need continuous support and input from different sources. Tutors should be encouraged to reflect on their own reactions and interventions and to be explicit and confident in their thoughts about PBL. (Less)
Please use this url to cite or link to this publication:
author
organization
publishing date
type
Contribution to journal
publication status
published
subject
in
Clinical Linguistics & Phonetics
volume
28
issue
1-2
pages
36 - 46
publisher
Taylor & Francis
external identifiers
  • pmid:23895224
  • wos:000331431100005
  • scopus:84893149563
ISSN
1464-5076
DOI
10.3109/02699206.2013.816371
language
English
LU publication?
yes
id
45fb78db-4bee-4f74-b1f8-224e5dfc6bd4 (old id 3955500)
alternative location
http://www.ncbi.nlm.nih.gov/pubmed/23895224?dopt=Abstract
date added to LUP
2013-08-01 15:37:35
date last changed
2017-05-14 03:10:29
@article{45fb78db-4bee-4f74-b1f8-224e5dfc6bd4,
  abstract     = {Abstract The tutor is important for student learning in the PBL group. The students expect the tutor to monitor and steer the group process and to support the learning process, helping students to become aware of their own learning. This study aimed at investigating the PBL tutor's role. Five PBL tutors at the Speech/Language Pathology program were interviewed regarding their view of the tutors' role and what support they need. The analysis of the transcribed interviews focused on finding patterns and variation regarding tutor-activity at different stages in the PBL work and in their views of their progress as tutors. The results indicate that being a tutor is a balancing act and that the tutor need continuous support and input from different sources. Tutors should be encouraged to reflect on their own reactions and interventions and to be explicit and confident in their thoughts about PBL.},
  author       = {Lyberg Åhlander, Viveka and Lundskog, Margareta and Hansson, Kristina},
  issn         = {1464-5076},
  language     = {eng},
  number       = {1-2},
  pages        = {36--46},
  publisher    = {Taylor & Francis},
  series       = {Clinical Linguistics & Phonetics},
  title        = {Experiencing the role of PBL tutor.},
  url          = {http://dx.doi.org/10.3109/02699206.2013.816371},
  volume       = {28},
  year         = {2014},
}