Student perceptions of effective small group teaching

Steinert, Yvonne

doi:10.1046/j.1365-2923.2004.01772.x

Cited by 181 publications

(151 citation statements)

References 18 publications

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“…One study reported on student perceptions of effective small-group teaching and identified several characteristics of the best small groups [6]: the environment is perceived by the students as not threatening, promotes problem solving, encourages group interaction, and is led by an effective tutor who emphasizes clinical relevance while optimizing student participation and working to adhere to the group's goals. For example, the tutor will identify quiet students and give them a chance to add items to the discussion or will redirect the group to stay focused on a session's goal.…”

Section: What Students Wantmentioning

confidence: 99%

The Socratic Method and Pimping: Optimizing the Use of Stress and Fear in Instruction

Reamy

2014

Virtual Mentor

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Section: What Students Wantmentioning

confidence: 99%

The Socratic Method and Pimping: Optimizing the Use of Stress and Fear in Instruction

Reamy

2014

Virtual Mentor

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“…De nombreux résultats et analyses soulignent que la qualité du tutorat est un élément fondamental du bon fonctionnement des dispositifs d'APP et qu'il est un élément critique de la construction des apprentissages [17][18][19][20][21] , ce qui invite à préciser les caractéristiques de cette fonction.…”

Section: Fig 1 Les Styles D'enseignement Selon Therer Etunclassified

“…À l'inverse, plusieurs travaux ont établi que les tuteurs qui privilégient un questionnement ouvert, en lien avec un style actif, en exigeant un raisonnement approfondi, plutôt que le recours à des questions plus ou moins fermées (style incitatif) ou à des « capsules » magistrales (style transmissif), favorisent davantage le développement d'habiletés à la résolution de problèmes et la réflexion [20,[25][26][27] .…”

Section: L'influence Du Style De Tutorat Sur Les Apprentissages Des éunclassified

“…Néanmoins, Lebrun [28] Les paramètres identitaires -ou principes directeurs -de la pédagogie active, évoqués pré-cédemment, permettent de cerner les caractéris-tiques d'un tuteur de style actif et efficace. Ainsi, Steinert [20] souligne qu'un « bon tuteur » encourage les échanges entre étudiants dans un environnement et un climat favorables aux apprentissages. En cohérence avec la notion de l'influence favorable des conflits socio-cognitifs sur l'apprentissage, il valorise l'expression et la confrontation des données en valorisant les propositions divergentes.…”

Section: L'influence Du Style De Tutorat Sur Les Apprentissages Des éunclassified

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La psychosociologie : un cadre interprétatif de la fonction de tuteur dans un dispositif d'apprentissage par problèmes

2009

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Résumé -Problématique : L'apprentissage par problèmes (APP) est une méthode de péda-gogie active possédant son identité propre définie par des paramètres invariants. Toutefois, des variantes appropriées, argumentées et justifiées par les aspects intégratifs du contexte et de ses membres actifs (étudiants et/ou professeurs) peuvent être opportunes, pour autant que la méthode soit respectée dans ses fondements pédagogiques. La façon d'assurer la fonction de tuteur lors des rencontres avec les étudiants fait notamment particulièrement débat. Finalité : En s'appuyant sur une clarification des principes directeurs des approches de pédagogie active, la finalité de cet article est de proposer une typologie des styles d'animation en APP, afin de faciliter de « bonnes pratiques » de tutorat de la part des enseignants concernés, grâce à un ajustement de leur démarche d'animation en fonction des choix personnels et contextuels. Résultats : Des liens sont élaborés entre des concepts pédagogiques et des concepts psychosociologiques relatifs à la dynamique de groupes. Un outil permettant l'identification des styles d'animation en APP -et par extension applicable à tous les travaux en petits groupes s'inscrivant dans les principes de la pédagogie active -est proposé. Une telle typologie facilite la distinction des fondements essentiels (« invariants »), des variations contextuelles (« variants ») d'un groupe d'APP. Keywords:Tutoring style; problem-based learning; small group learning; tutor's role; Abstract -Problematic: Problem Based Learning (PBL) is an active educational method that has its own specific identity defined by invariant parameters. However, appropriate variants, argued and justified by integrative aspects of the context and by its active members (students and/or professors) could be suitable as long as the method's educational basis is respected. Means to assure tutor's role during PBL sessions with students are a matter of Article publié par EDP Sciences group dynamics; regulation debate. Purpose: Based upon key conceptual frameworks of active-base education, the purpose of this article is to propose a classification of PBL tutoring styles, in order to promote "best practices" of tutoring from concerned professors, who adjust their tutoring method regarding personal and contextual choices. Results: Links are elaborated between educational and psycho-sociological concepts regarding groups dynamic. A tool allowing PBL tutoring style identification, and more generally in active-base education, is proposed.

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“…An assumption behind the use of these tutor evaluation questionnaires is that students are able to give diagnostic feedback to a tutor regarding weak and strong aspects of his In an earlier study, Steinert (2004) conducted a focus-group study and asked students to describe what makes for an effective small-group tutor. The results demonstrated that students' responses could be divided into three main categories.…”

Section: Introductionmentioning

confidence: 99%

Can students differentiate between PBL tutors with different tutoring deficiencies?

2006

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Many medical schools evaluate the performance of their tutors by using questionnaires. One of the aims of these evaluations is to provide tutors with diagnostic feedback on strong and weak aspects of their performance. Although everyone will agree that students are able to distinguish between poor and excellent tutors, one can question whether students are also able to differentiate between tutors with different tutoring deficienciestutors who perform badly on a specific key aspect of their performance. The aim of this study was to investigate to what degree students are able to differentiate between tutors with different tutoring deficiencies, how effective tutors are with different deficiencies and what kind of tips students give for improvement of a tutor's behaviour. Based on students' ratings on a tutor evaluation questionnaire, tutors were ranked in groups with different deficiencies and the average overall tutor performance score was computed for each group with a particular deficiency. In addition, students' tips for improvement given in the openended question at the end of the questionnaire were analysed. The results demonstrated that on average one out of five tutors showed a deficiency on only one key aspect. Tutors who did not stimulate students towards active learning were perceived as least effective. Furthermore, students' tips for improvement could be categorized into four groups: tutors who do not evaluate adequately, tutors who are too directive, tutors who are too passive and tutors who lack content knowledge. The results of this study demonstrate that students are not only able to distinguish between poor and excellent tutors, but are also able to diagnose tutors with different tutoring deficiencies and are able to provide tutors with specific feedback to improve their performance.

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Student perceptions of effective small group teaching

Cited by 181 publications

References 18 publications

The Socratic Method and Pimping: Optimizing the Use of Stress and Fear in Instruction

The Socratic Method and Pimping: Optimizing the Use of Stress and Fear in Instruction

La psychosociologie : un cadre interprétatif de la fonction de tuteur dans un dispositif d'apprentissage par problèmes

Can students differentiate between PBL tutors with different tutoring deficiencies?

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