Literaturnachweis - Detailanzeige
Autor/inn/en | Remedios, Louisa; Clarke, David; Hawthorne, Lesleyanne |
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Titel | Framing Collaborative Behaviors: Listening and Speaking in Problem-Based Learning |
Quelle | In: Interdisciplinary Journal of Problem-based Learning, 2 (2008) 1, S.1-20 (20 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1541-5015 |
DOI | 10.7771/1541-5015.1050 |
Schlagwörter | Problem Based Learning; Cooperative Learning; Ethnography; Asians; Student Experience; Participant Observation; Video Technology; Interviews; Student Behavior; Group Dynamics; Teaching Methods; Interpersonal Competence; Listening; Speech Communication; Facilitators (Individuals); Teamwork; Student Attitudes; Motivation; College Students; Foreign Countries; Grounded Theory; Australia Problem-based learning; Problemorientiertes Lernen; Kooperatives Lernen; Ethnografie; Asian; Asiat; Asiatin; Asiaten; Asiate; Studienerfahrung; Teilnehmende Beobachtung; Interviewing; Interviewtechnik; Student behaviour; Schülerverhalten; Gruppendynamik; Teaching method; Lehrmethode; Unterrichtsmethode; Interpersonale Kompetenz; Hörvorgang; Zuhören; psychologische; Motivation (psychologisch); Collegestudent; Ausland; Australien |
Abstract | PBL is described as small-group collaborative learning; however, literature on how collaboration is enacted in PBL contexts is limited. A two-year ethnographic study examined the experiences and responses of Asian students to the obligations of PBL in a Western context. Participant-observation, videotape data, and video-stimulated recall interviews provided insights into collaborative behaviors in PBL classrooms. Even though students recognized that listening and speaking were important to collaboration, speaking was clearly privileged over listening in this PBL setting. A framework was developed that incorporated both collaborative and noncollaborative listening and speaking behaviors. This Collaborative Listening/Speaking (CLS) framework provides a structure for tutors to scaffold the novice learners' collaborative skills, and therefore more effectively facilitate the group's learning through collaboration. (As Provided). |
Anmerkungen | Purdue University Press. Stewart Center Room 370, 504 West State Street, West Lafayette, IN 47907. Tel: 800-247-6553; Fax: 419-281-6883; e-mail: pupress@purdue,edu; Web site: http://docs.lib.purdue.edu/ijpbl/ |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |