Managing Group Dynamics and Developing Team Working in Problem‐Based Learning

Seymour, Alison

doi:10.1002/9781444320541.ch6

Cited by 3 publications

(3 citation statements)

References 11 publications

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“…They had mixed feelings about the value of group work, as although it enabled them to perform to their strengths and to learn from members of their own and other PBL groups; it was simultaneously open to abuse from students who lacked commitment. This is a common problem associated with PBL according to Seymour (2010), who states that Levi (2007) coined the term "social loafing" to describe individuals who shirk, either as a result of believing that their contribution is not appreciated, or more frequently because they recognise that the efforts of other group members will ensure they are not disadvantaged.…”

Section: Focus Groupmentioning

confidence: 99%

“…This was useful, as Dolmans et al (2005) states that the facilitator should sustain the learning process, review each student's knowledge, check that all students are participating in the process and oversee individual student's progress. The need for frequent evaluation and feedback on group performance is also recommended by Seymour (2010), especially if the PBL group work is not summatively assessed, to provide a means of motivating disengaged students. Notwithstanding these views, it is equally important to accommodate individual styles and approaches to facilitation but this must involve student centred facilitation not tutor inactivity (Riley & Matheson 2010).…”

Section: Focus Groupmentioning

confidence: 99%

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Mental health student nurses’ satisfaction with problem-based learning: a qualitative study

Jones

2017

JMHTEP

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Purpose The purpose of this paper is to investigate undergraduate pre-registration mental health nurse’s satisfaction with problem-based learning (PBL), in light of the dearth of such studies and to influence future teaching and learning strategies within Cardiff University. Design/methodology/approach Totally, 16 students from three cohorts were interviewed in two focus groups. Data analysis was consistent with Seidel and Kelle (1995) which involved noticing relevant phenomena, collecting examples of these phenomena and subsequently analysing these to find commonalities, differences, patterns and structures. Findings Student experiences were categorised in five themes indicating that they perceived PBL as a novel, flexible approach to adult learning, which fostered decision making and critical thinking. Student engagement with the process was heavily influenced by the contribution of the end product to their degree classification. They also expressed concerns about working in groups and whether the depth of learning was comparable with traditional methods. However, they presented well-considered recommendations for future practice to address the perceived deficits of PBL. Research limitations/implications This was a small scale study undertaken in one institution. As such the views expressed by students relate to the approach to PBL used in this institution. Originality/value This study adds to the body of research relating to the application of PBL in mental health nurse education. Well considered, student generated recommendations are presented which can enhance student motivation, engagement and learning. These are arguably of value to other educationists interested in this approach to teaching and learning.

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Section: Focus Groupmentioning

confidence: 99%

Section: Focus Groupmentioning

confidence: 99%

Mental health student nurses’ satisfaction with problem-based learning: a qualitative study

Jones

2017

JMHTEP

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“…PBL can be conducted in a number of ways based on different models such as the McMaster PBL model (Woods 1996), the Maastricht “seven-jump” model (Barrows 1996), the Aalborg “problem oriented project pedagogy (POPP)” model (Dirckinck-Holmfeld 2002), Seymour’s “five-stage” model (Seymour 2010), and the Salford model (McLoughlin and Davrill 2007). In order to illustrate how a PBL process is usually described informally in natural language, we take the seven-jump model description from Maurer and Neuhold (2012) as an example through this paper:To get students started on a certain topic, they are confronted with an assignment that … outlining the problem or asking for a specific task to complete.…”

Section: Characterize Pbl and Identify Technical Requirementsmentioning

confidence: 99%

A model-driven PBL application to support the authoring, delivery, and execution of PBL processes

Wang

Samaka

Miao

et al. 2016

RPTEL

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As problem-based learning (PBL) is becoming more and more popular, there is also a growing interest in developing and using technologies in the implementation of PBL. However, teachers may have difficulties to design and deliver a pedagogically well-designed and technically smoothly executable online or blended PBL process on their own because they lack appropriate expertise in learning theories and design methods as well as a deeper understanding of the potential affordances of the available technologies. From this premise, we are committed to developing and testing methods and tools to support the design and delivery of online or hybrid PBL processes with high flexibility and a low threshold of usage requirements. This paper presents a technical approach to develop a web-based PBL application that supports both authoring and run-time usage. In comparison with other tools and technical approaches, it is concluded that a combined use of a model-driven approach and semi-structured data management appears to be a promising approach to effectively and efficiently support the authoring, delivering, and execution of design-time and run-time PBL processes.

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A qualitative investigation into how problem-based learning impacts on the development of team-working skills in occupational therapy students

Seymour¹

2013

Journal of Further and Higher Education

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Managing Group Dynamics and Developing Team Working in Problem‐Based Learning

Cited by 3 publications

References 11 publications

Mental health student nurses’ satisfaction with problem-based learning: a qualitative study

Mental health student nurses’ satisfaction with problem-based learning: a qualitative study

A model-driven PBL application to support the authoring, delivery, and execution of PBL processes

A qualitative investigation into how problem-based learning impacts on the development of team-working skills in occupational therapy students

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