Philosophies of learning with problem based learning – subject expert vs facilitator?
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The document discusses the role of the facilitator in problem-based learning (PBL). It summarizes research finding that the content expertise of facilitators does not significantly impact student learning outcomes. Facilitator training appears more important for student gains. For program-wide PBL implementations, students learn more from inexperienced rather than experienced facilitators, though this does not apply to single classes. The role of the facilitator is to guide students by asking questions, encouraging reflection and cooperation, and providing feedback, rather than acting as a subject expert.
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Philosophies of learning with problem based learning – subject expert vs facilitator?
- 1. Philosophies of learning with PBL – subject expert vs facilitator? Liz Norman Massey University
- 2. Things that help learning Role of the facilitator Matching context Realistic case Activation of prior knowledge Helping students identify what they already know Elaboration of knowledge at the time of learning Encouraging students to discuss what they are thinking Co-operative learning Encouraging co-operative learning Cognitive conflict promotes conceptual change Encouraging discussion, evaluation of evidence, challenging thinking Motivation – autonomy, interesting cases, gaps in knowledge Letting students lead the process and make choices
- 3. Things that help learning Role of the facilitator Promotes reflection and metacognition Helping students reflect Self-directed learning skills Letting students lead the process and make choices Stimulation of deep thinking Asking leading, open Qs, raising issues to be considered Provides feedback, clear goals and practice Encouragement, feedback, monitor progress Provides challenge Authentically complex cases Guidance and facilitation can extend learning capability Guidance and facilitation
- 4. Do facilitators need to be content experts? Meta-analysis of 94 studies which reported quantitative outcomes on student learning or reasoning processes. Leary et al (2013). Exploring the relationships between tutor background, tutor training, and student learning: A problem-based learning meta-analysis. Interdisciplinary Journal of Problem-based Learning, 7(1). http://dx.doi.org/10.7771/1541-5015.1331
- 5. No significant differences in student learning between facilitators with different levels of content expertise – Image from Leary et al (2013) Interdisciplinary Journal of Problem-based Learning, 7(1) removed for copyright compliance – Showed effect sizes for expert, novice and mixed all overlapping with values of around 0.25-0.33
- 6. Tutor training seems important for student learning gains – Image from Leary et al (2013) Interdisciplinary Journal of Problem-based Learning, 7(1) removed for copyright compliance – Showed effect sizes for those with training (n=101) of 0.29 and those with no training (n=3) with wide confidence intervals but centred over a value close to zero (-0.01)
- 7. Students have stronger learning gains from inexperienced facilitators than experienced ones but this is only in programme-wide PBL implementations, not single classes – Image from Leary et al (2013) Interdisciplinary Journal of Problem-based Learning, 7(1) removed for copyright compliance – Showed effect sizes for those with training (n=114) of 0.19 and those with no training (n=35) of 0.31
Editor's Notes
- PBL helps studentsAcquire factual knowledgeMaster general principles that may be applied to other situationsAcquire examples which can be used for pattern matching
- PBL draws on a number of learning theoriesActivation of prior knowledge – all learning builds on something else. Learning is better when prior knowledge is activatedElaboration of knowledge at the time of learning enhances subsequent retrievalMatching context – the more closely the situation in which something is learned resembles the situation in which it will be recalled, the more likely retrieval will occur. – provides a context of a clinical problemCo-operative learning – learn from each other more than they would alone, plus learn to work in a teamCognitive conflict – conflict between what you thought you knew and what you are confronted with - either in discussion or the evidenceCase experience to draw on for pattern matchingProvides motivation by: taking account of students views, giving opportunity for student choce
- PBL draws on a number of learning theoriesActivation of prior knowledge – all learning builds on something else. Learning is better when prior knowledge is activatedElaboration of knowledge at the time of learning enhances subsequent retrievalMatching context – the more closely the situation in which something is learned resembles the situation in which it will be recalled, the more likely retrieval will occur. – provides a context of a clinical problemCo-operative learning – learn from each other more than they would alone, plus learn to work in a teamCognitive conflict – conflict between what you thought you knew and what you are confronted with - either in discussion or the evidenceCase experience to draw on for pattern matchingProvides motivation by: taking account of students views, giving opportunity for student choce