Learning in the tutorial group: A balance between individual freedom and institutional control
2014 (English)In: Clinical Linguistics & Phonetics, ISSN 0269-9206, E-ISSN 1464-5076, Vol. 28, no 1-2, 47-59 p.Article in journal (Refereed) Published
The study investigates factors in problem-based learning tutorial groups which promote or inhibit learning. The informants were tutors and students from speech-language pathology and physiotherapy programmes. Semi-structured focus-group interviews and individual interviews were used. Results revealed three themes: Responsibility, Time and Support. Under responsibility, the delicate balance between individual and institutional responsibility and control was shown. Time included short and long-term perspectives on learning. Under support, supporting documents, activities and personnel resources were mentioned. In summary, an increased control by the program and tutors decreases students motivation to assume responsibility for learning. Support in tutorial groups needs to adapt to student progression and to be well aligned to tutorial work to have the intended effect. A lifelong learning perspective may help students develop a meta-awareness regarding learning that could make tutorial work more meaningful.
Place, publisher, year, edition, pages
Informa Healthcare , 2014. Vol. 28, no 1-2, 47-59 p.
Institutional control; problem-based learning (PBL); student motivation; tutorial groups
Medical and Health Sciences
IdentifiersURN: urn:nbn:se:liu:diva-105423DOI: 10.3109/02699206.2013.809148ISI: 000331431100006OAI: oai:DiVA.org:liu-105423DiVA: diva2:706641