Lone Dirckinck-Holmfeld, Vivien Hodgson, Chris Jones, Maarten de Laat, David McConnell, Thomas Ryberg
1 The Department of Communication, Business and Information Technologies, Roskilde University2 Knowledge Production and Communication, The Department of Communication, Business and Information Technologies, Roskilde University3 Communication, Journalism and Social Change, Department of Communication and Arts, Roskilde University4 Dialogic communication, Department of Communication and Arts, Roskilde University
the role of the teacher as supervising / facilitating the study group in its learning processes
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.
Proceedings of the Seventh International Conference on Networked Learning 2010, 2010
Problem-oriented project studies; problem based learning; PBL; networked learning; the roles of supervisors; the roles of teacher