Meeting the challenge of problem-based learning: developing the facilitators

Johnston, Alexandra K.; Tinning, Robina S.

doi:10.1054/nedt.2000.0526

Cited by 48 publications

(26 citation statements)

References 30 publications

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“…In this study, the PBL approach adopted refl ected the following characteristics: The learning was driven by open-ended, ill-structured, authentic problems (Evenson & Hmelo, 2000;Gallagher, 1997;Wilkerson & Gijselaers, 1996); students worked in groups (Barrows, 1996;Hmelo, 1998); learning was student directed and facilitated by the teacher (Barrows, 1986); an emphasis was placed on the development of content knowledge (van Gessel, Nendaz, Vermeulen, Junod, & Vu, 2003); and the development of communication, problemsolving, and decision-making skills (Johnson & Tinning, 2001) was promoted.…”

Section: Methodology/methodsmentioning

confidence: 99%

Engaging Teachers’ Pedagogical Content Knowledge: Adopting a Nine-Step Problem-Based Learning Model

Goodnough¹,

Hung²

2008

Interdisciplinary Journal of Problem-Based Learning

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Section: Methodology/methodsmentioning

confidence: 99%

Engaging Teachers’ Pedagogical Content Knowledge: Adopting a Nine-Step Problem-Based Learning Model

Goodnough¹,

Hung²

2008

Interdisciplinary Journal of Problem-Based Learning

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“…It is that interactive, goal-oriented dynamic process, conducted by a facilitator, in which participants work together in an atmosphere of mutual respect, trust and comfort in order to learn by reflecting critically within an environment conducive to such thinking, while "helping each other". It has become almost synonymous with training and has become almost as challenging to both the facilitator and the group members [30] [31] [32].…”

Section: Dynamics Of Teaching During the Implementation Of The Educatmentioning

confidence: 99%

“…It is, however, of paramount importance that the balance be maintained and the exploration during this exercise for the students does not become superficial [32]. A facilitator is a "catalyst that takes a person from being a passive learner and transforms him or her into a person possessed of the power to take control of change" [33].…”

Section: Dynamics Of Teaching During the Implementation Of The Educatmentioning

confidence: 99%

Implementation of an Educational Programme to Facilitate Critical Thinking of Student Nurses

Pretorius¹,

Amukugo²,

Dyk³

et al. 2016

OALib

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The overall purpose of phase 3 was to implement the educational programme that was developed to facilitate the development of critical thinking in the student nurse. A quasi-experimental design within the quantitative approach for phase 3 was used. The purpose of a quasi-experimental design was to identify and demonstrate casual relationships, examine relationships and clarify why certain events happened. The educational programme was implemented over a period of three days, covering theoretical and practical content. The objectives for this phase were to select the two groups of final-year student nurses to fit the quasi experimental design as the experimental and control group; conduct a pre-test on both the experimental and the control group in Windhoek and Oshakati to determine their application of critical thinking skills to the management of a given case in an imaginary case scenario; implement and facilitate the educational programme over a predetermined period of three days during the second semester of training for the experimental group in Windhoek and ensure active participation by participants for the duration of the educational programme. The population for this study consisted of nursing students in their final year (fourth year) of study at the training hospitals of Windhoek and Oshakati. Both campuses are incorporated in the Faculty of Health Sciences. The full population of the fourth-year class at the Windhoek campus was selected to be part of the experimental group (47 students) and the students from Oshakati (53 students) formed the control group. The total number of students amounted to 100 students.

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“…When involved in project based learning or other active learning strategies, a different role is expected from teachers (Murray & McDonald, 1997). From transmitters of knowledge, teachers shift to the role of facilitators, by developing a dynamic process with students, fostering reflection and critical thinking within their learning process (Johnston & Tinning, 2001). This active role played by teachers has also strong implications for their workload.…”

Section: Finally Students [Industrial Management and Engineering] Fomentioning

confidence: 99%

Student Assessment in Project Based Learning

Fernandes

Flores

Lima

2012

Project Approaches to Learning in Engineering Education

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Meeting the challenge of problem-based learning: developing the facilitators

Cited by 48 publications

References 30 publications

Engaging Teachers’ Pedagogical Content Knowledge: Adopting a Nine-Step Problem-Based Learning Model

Engaging Teachers’ Pedagogical Content Knowledge: Adopting a Nine-Step Problem-Based Learning Model

Implementation of an Educational Programme to Facilitate Critical Thinking of Student Nurses

Student Assessment in Project Based Learning

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