Framing Collaborative Behaviors: Listening and Speaking in Problem-Based Learning

Autor/inn/en	Remedios, Louisa; Clarke, David; Hawthorne, Lesleyanne
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01