Understanding the effects of time on collaborative learning processes in problem based learning: a mixed methods study.
Little is known how time influences collaborative learning groups in medical education. Therefore a thorough exploration of the development of learning processes over time was undertaken in an undergraduate PBL curriculum over 18 months. A mixed-methods triangulation design was used. First, the quan...
| Publicado en: | Advances in Health Sciences Education Vol. 19; no. 4; pp. 541 - 564 |
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| Autores principales: | , , , , , |
| Formato: | research Journal Article |
| Publicado: |
Springer Nature
Oct2014
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=109679041&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 109679041 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 13824996 OAK jtl: Advances in Health Sciences Education issn: 13824996 maglogo: N pubinfo: dt: Oct2014 vid: 19 iid: 4 pid: 237 pub: Springer Nature place: New York, New York artinfo: ui: 109679041 NLM24469109 2012734176 10.1007/s10459-013-9487-z NLM24469109 109679041 ppf: 541 ppct: 23 formats: tig: atl: Understanding the effects of time on collaborative learning processes in problem based learning: a mixed methods study. aug: au: Hommes, J Van den Bossche, P de Grave, W Bos, G Schuwirth, L Scherpbier, A sug: ab: Little is known how time influences collaborative learning groups in medical education. Therefore a thorough exploration of the development of learning processes over time was undertaken in an undergraduate PBL curriculum over 18 months. A mixed-methods triangulation design was used. First, the quantitative study measured how various learning processes developed within and over three periods in the first 1,5 study years of an undergraduate curriculum. Next, a qualitative study using semi-structured individual interviews focused on detailed development of group processes driving collaborative learning during one period in seven tutorial groups. The hierarchic multilevel analyses of the quantitative data showed that a varying combination of group processes developed within and over the three observed periods. The qualitative study illustrated development in psychological safety, interdependence, potency, group learning behaviour, social and task cohesion. Two new processes emerged: 'transactive memory' and 'convergence in mental models'. The results indicate that groups are dynamic social systems with numerous contextual influences. Future research should thus include time as an important influence on collaborative learning. Practical implications are discussed. pubtype: Academic Journal doctype: research Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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