Problem-oriented project studies: the role of the teacher as supervising / facilitating the study group in its learning processes

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This contribution focuses on 'problem based learning' (however we prefer the notion of ‘problem-oriented project studies’) and the role of the teacher in such a context. The classic traditional role as an expert deciding the curriculum, providing lectures and seminars, giving assignments and marking papers / essays is complemented and in some way overruled by a new role as supervisor and facilitator for the group of students working with a research problem, they themselves have picked. However different dimensions of this new teacher role can be seen – from expert in an academic field (result-oriented focusing on how the final product demonstrates the students’ ‘correct’ way to handle the academic aspects of the subject in mind) to a role more focusing on processes, methodological dimensions and stressing the importance of a reflexive approach. Some teachers may even tend to take on a role of a ‘therapist’, questioning and assisting the members of the group in the complex task of acting together with fellow students in an uncertain and volatile context and environment.
Original languageEnglish
Title of host publicationProceedings of the Seventh International Conference on Networked Learning 2010
EditorsLone Dirckinck-Holmfeld, Vivien Hodgson, Chris Jones, Maarten de Laat, David McConnell, Thomas Ryberg
Number of pages12
PublisherLancaster University
Publication date3 May 2010
ISBN (Electronic)978-1-86220-225-2
Publication statusPublished - 3 May 2010

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