Facilitating Problem-Based Learning: The Impact of Tutors' Pedagogical Stances
Abstract
The author presents the findings of a longitudinal study that used collaborative inquiry to explore tutors' expectations and experiences of being problem-based learning (PBL) facilitators. The findings to date indicate that tutors' pedagogical stances influence not only the PBL teams, but also the student learning experience. These findings are underpinned by earlier work in this field that explored both tutors and students' experiences of PBL in four professions (Savin-Baden, 2000).
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