Gillian Hendry is a PhD researcher at the University of Strathclyde, whose research interests lie in the field of qualitative and social psychology. Her on-going PhD project is focused on investigating interaction in student groups; using discursive psychology to analyse how teasing is constructed as a pro-social act.Dr Sally Wiggins is a senior lecturer in psychology at the University of Strathclyde. Her research interests focus on discursive practices in everyday interaction, particularly on the social construction of eating processes such as appetite and food preferences. Her teaching interests are in problembased learning and group-based processes of learning, and she teaches qualitative research methods and social psychology.Dr Tony Anderson has long-standing research interests in language understanding within a dialogue context, and also peer interaction and learning, including the learning of skills such as critical thinking skills. His teaching activities focus on Cognition and Artificial Intelligence.
AbstractSubmission to special issue: "Problem-based learning (PBL) and psychology" Author pre-print version 2Research has shown that educators may be reluctant to implement group work in their teaching due to concerns about students partaking in off-task behaviours (Alley, 2005). However, such off-task interactions have been shown to promote motivation, trust, and rapport-building (e.g. Bickmore, 2003). This paper details a study in which student groups were video recorded as they engaged in problem-based learning (PBL) tutorials, with the aim of examining the detail of social interaction within such settings. Eighty-five hours of data were collected from nine groups across two UK universities, with discursive psychology being used to analyse how group cohesion is constructed through off-topic talk such as gossiping and teasing. Two case studies are detailed in which we demonstrate how cohesion is established through a process of collective action against the 'other':highlighting the differences between "us" and "them", and how this can impact on group dynamics therein. There is often a discrepancy between self-reported and observed behaviour in groups and so the more we know about what actually happens in such environments, the better placed we are to support student learning. The paper concludes with recommendations on how analyses of social interaction and the management of psychological issues in PBL tutorials can inform the use of PBL as a teaching and learning approach.