Learning in the tutorial group – a challenge between freedom and control
2011 (English)In: The Third International Conference on Problem Based Learning in Speech Language Pathology and Audiology / [ed] Tara Whitehill & Susan Bridges, Hong Kong: University of Hong Kong , 2011Conference paper (Refereed)
Introduction: In order to improve and clarify the demands within tutorial groups in the speech and language pathology (SLP) and physiotherapy (PT) programs a joint study was conducted exploring problem areas in the tutorial groups.
The aim was to investigate and further develop the requirements for a passing grade in the tutorial group. A long term goal was that the results could form a base for future changes regarding instructions and requirements in tutorial groups.
Methodology: Focus-group interviews were used to collect data. Three different groups were interviewed, two consisting of tutors from the SLP and PT programs and one consisting of last year student tutors from the SLP-program. This data was also augmented by individual interviews of four SLP-students and five PT-students on different levels in the education. A semi structured interview guide was used. The interviews were analyzed using content analyses.
Results: The analyses revealed three important themes for work in tutorial groups: Responsibility, Time and Support. Within these themes, several categories were also identified. Responsibility: Within this theme the main category was the importance of balance between individual and institutional responsibility. The students, the tutorial group, the tutor and the program all need to assume their part of the responsibility in order to clarify requirements. Time: Here different aspects of time management and work in the tutorial group were identified. These categories also related to aspects of support and continuous or lifelong learning. Support: Within this theme different support functions were identified such as documents, activities and personnel resources in the tutorial groups. No suggestions were made in the interviews regarding the requirements for a passing grade in the tutorial groups.
Discussion/Conclusion: The main finding was the delicate balance between institutional control and the students own responsibility for the work within the tutorial groups. An increased control decreases the students’ motivation to assume responsibility for their own learning. Also, study programs should adapt requirements in tutorial groups depending on years in the education. Different support functions need to be closely coupled to tutorial work in order to have the intended effect.
Place, publisher, year, edition, pages
Hong Kong: University of Hong Kong , 2011.
tutorial group, responsibility, control, support functions, requirements
IdentifiersURN: urn:nbn:se:liu:diva-73255OAI: oai:DiVA.org:liu-73255DiVA: diva2:469885
The Third International Conference on Problem Based Learning in Speech Language Pathology and Audiology
ProjectsCUL - centrum för undervisning och lärande, ett pedagogisk utvecklingsprojekt