Abstracl. While the adoption of resource based education (RBE) in the teaching of individual engineering subjects is not novel, the introduction of RBE throughout an entire university department is unprecedented. The purpose of this longitudinal study with second year Chemical Engineering students (n = 31) was to detect, quantify and describe the consequences for teaching and learning of some concerns that had arisen in students as a result of the introduction of RBE. These concerns appeared to pose some formidable obstacles to the successful implementation of RBE within the academic department. 62 obstacles to effective study that were rated both serious and frequently occurring ('major problems'), were identified in conventionally taught course units and in RBE units, using personal interviews, the nominal group technique, and a modified perceived problems inventory (Cruickshank et al., 1974;Otto et al., 1979). Major study problems were isolated in each of the main learning resources provided in RBE and in conventional course units. Resource based education generated study problems for students that were quantitatively and qualitatively different from study problems encountered under conventional engineering education. Conventionally taught course units generated study problems in the lecture and student assessment components of the course, whereas RBE confronted students with new and major problems with use of the resource laboratory, with reference materials, with tutorials, and with student assessment demands.
The effects of variations in preparation and leadership on verbal inactivity in tutorial groups were investigated in a field-experimental setting. A factorial, randomized, longitudinal design was employed, with controls imposed over many of the identifiable extraneous effects. Four groups (n = 15) discussed problematic case study material under conditions of varying preparation (prepared vs. unprepared) and leadership (emergent vs. assigned leadership), for eight consecutive weekly sessions of one hour's duration. The principal hypotheses were tested by Chisquare analysis, and a cautious approach was adopted to the interpretation of statistically significant results, in that preparation or leadership effects were only taken as being of any theoretical or practical significance if they reached significance in at least three of the eight discussion sessions. Both preparation and leadership influenced verbal inactivity in groups. The obtained leadership effects were explained in terms of interaction-expectation tlaeory, and behaviour modelling.
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