From University Teacher to Learning Coordinator: Faculty Roles in Problem-Based Learning
Abstract
For problem-based learning (PBL) to be effective, teaching faculty must learn new roles and develop new skills associated with this approach to learning. The authors analyze the transition from "teacher" to "learning coordinator" with reference to the PBL programme in Social Work at Bristol University, England. They argue that learning coordinators must learn new tasks and skills, specifically those of module convening and facilitation, and they consider the implications for faculty training, deployment, and recruitment associated with these tasks.
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