When I began my occupation at Linköping University, I frequently encountered discussions about problem-based learning (PBL). Despite the abundance of information surrounding PBL, I lacked both a comprehensive understanding and practical experience with it. Even my colleagues’ explanations, though insightful in outlining the purpose of PBL, did not equip me adequately for the role of a PBL group tutor. However, being assigned to be a PBL tutor provided the necessary motivation to enroll in a PBL course, a decision that I am now exceedingly content with.
I consider myself fortunate to have started my tutoring journey with a PBL group while simultaneously undertaking the course. This arrangement afforded me the unique opportunity to put the knowledge I acquired into immediate practice. I also came up with numerous ideas on how to effectively manage the group for optimal outcomes. Furthermore, my experience has inspired me to apply the insights gained from the course to enhance my lectures and laboratory sessions, ensuring that my students derive maximum benefit from my classes.
PBL stands apart from conventional teaching methods by placing a significant portion of the learning responsibility squarely on the student’s shoulders. To support students in this endeavor, base group meetings play a pivotal role. Each base group comprises a few students and serves as a forum where students collaboratively tackle problems through various scenarios. Subsequently, they embark on individual journeys to seek the knowledge needed to address these problems, drawing from resources outside their base groups. In the subsequent base group session, participants engage in discussions and reflective exercises centered around their newfound knowledge. Based on my observations, this arrangement results in a unique sense of accomplishment and satisfaction in students, very similar to the feeling one has after solving a complicated math problem.
The role of the supervisor within the core group is diverse. Their primary goal is to foster learning, as opposed to conventional teaching methods (Nielsen & Danielsen, 2010). What I’ve learned from this course is that as an educator, my role extends beyond mere facilitation. Students may select their subjects for various reasons, not all of which stem from a pure love of learning and improvement in that particular field. This is when my role as a teacher becomes even more crucial. I must utilize every available method to instill a sense of curiosity and motivation in my students, inspiring them to explore and actively pursue knowledge. It’s at this point that I can consider myself successful as an educator or supervisor.
Another tutor’s role within the core groups is to provide support in the learning process, as outlined by Barrows in 1988. The tutor’s responsibility is to maintain the group’s focus on their tasks, thus assisting them in achieving their learning objectives. Moreover, the supervisor should engage the students on a metacognitive level, encouraging them to reflect on their own learning experiences and fostering a critical approach to knowledge acquisition, allowing them to build their own understanding.
Barrows emphasizes the significance of creating an open and positive learning environment within the core group. It is essential for students to feel comfortable admitting when they don’t understand something and be capable of providing constructive feedback to one another. Barrows describes three phases in the tutorial process. In the initial phase, known as modeling, the supervisor often prompts metacognitive thinking in students to encourage reflection on their learning and problem-solving methods.
As the students become more self-sufficient but still require some guidance to ensure the process runs smoothly, they transition into the coaching phase, which is the second phase. During this phase, the supervisor may need to step in and challenge students to promote progress, ultimately leading to the third phase known as fading. In the fading phase, the group can autonomously navigate the processes, and the supervisor takes on a less active role.
It is crucial for a supervisor to recognize that each core group is unique. What was effective in one core group may not necessarily apply to the next. Additionally, supervisors should regularly assess the phase their core group is currently in and tailor their approach accordingly.
It is imperative that the supervisor provides support to students to ignite their motivation for learning. This can be achieved, for instance, by offering positive feedback when students excel in their tasks. By instilling motivation in students, you can contribute to enhancing their critical thinking skills and fostering a more profound learning experience. It’s crucial to perceive the group as a cohesive unit rather than as individual students. Through the supervisor’s approach, the group can also view the base group as a mutually beneficial arrangement; it’s essential for both giving and receiving within the group. The group should evolve collectively, and it’s essential to remember that the supervisor’s role is not that of a lecturer.
Azer (2005) appears to emphasize the importance of establishing a harmonious group dynamic within base groups. Individuals within the group come from diverse backgrounds and have varying life situations. However, the learning process should be conducted professionally. Therefore, it’s crucial to establish a shared consensus on various ground rules so that everyone understands the expectations. This forms a solid foundation for an effective group. Azer believes that it is important as a supervisor to instill trust, give feedback, support discussions, asks open-ended questions when the students do not progress and encourages the group to have a secretary who writes down what the group arrives at when working on the problem.
Furthermore, being able to analyze the group’s dynamics is essential, recognizing that it comprises diverse individuals who share a common goal—learning. As a supervisor, fostering an open and inclusive atmosphere within the group is crucial to motivating and facilitating deep learning in students. High motivation often leads to deeper learning, and it’s the supervisor’s responsibility to inspire students. Motivation, according to Biggs and Tang (2011), can be categorized into four main types: extrinsic, performance, intrinsic, and social. Understanding these motivation types is crucial because students with different motivations may be present in each base group.
Given the presence of diverse individuals with varying levels of motivation within each base group, the role of the supervisor can be challenging. How should one consider the individual while prioritizing the group’s learning objectives? As a prospective supervisor, addressing varying levels of motivation among base group members is a key concern. The PBL tutoring course has equipped me with pedagogical tools to navigate these complex scenarios. Through role-playing, I’ve gained insights into the responsibilities of a PBL tutor. I know that I won’t start as the perfect supervisor, as excellence takes time and effort. What I can commit to is having the motivation to continually improve as a supervisor for my base group and, occasionally, I may need to gently guide my group, recognizing that strength lies in unity. I think as long as the base group maintains its motivation and achieves effective learning, I will consider my role a success.
References:
Nielsen, Jørgen & Danielsen, Oluf. (2010). Problem-oriented project studies : the role of the teacher as supervising / facilitating the study group in its learning processes. 10.1007/978-1-4614-0496-5_15.
Barrows, HS (1988). The tutorial process. Springfield: Southern Illinois University, School of Medicine.
Azer Samy A. (2005). Challenges facing PBL tutors: 12 tips for successful group facilitation, Medical Teacher, vol 27, No 8.
Biggs, J., & Tang, C. (2011). Teaching for Quality Learning at University, Fourth Edition. Maidenhead, United Kingdom: Open University Press.Jones, B. D. (2009). Motivating Students to Engage in Learning: The MUSIC Model of Academic Motivation. International Journal of Teaching and Learning in Higher Education, Vol. 21, No. 2, pp. 272-285.