Abstract
The chapter looks at the role of the facilitator in the one-day, one-problem approach to PBL. It explores not only the facilitators’ actions in the classrooms but also their beliefs about teaching. The chapter follows the development of RP facilitators from the time they enter the classroom through to the end of their first 18 months of teaching. A focus is given to the issues they confront, particularly the difficulties they have with decisions regarding when to intervene and when to hold back in the learning process.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Barrows, H. S., & Tamblyn, R. (1980). Problem-based learning: An approach to medical education. New York: Springer.
Boud, D., & Feletti, G. (Eds.). (1991). The challenge of problem based learning. London: Kogan Page.
Dolmans, D. H. J. M., De Grave, W. S., Wolfhagen, I. H. A. P., & Van Der Vleuten, C. P. M. (2005). Problem-based learning: Future challenges for educational practice and research. Medical Education, 39(7), 732–741.
Exeley, K., & Dennick, R. (2004). Small group teaching – Tutorials, seminars and beyond. London: Routledge Falmer.
Fullan, M. G. (1991). The new meaning of educational change. New York: Teachers College Press.
Haith-Cooper, M. (2003). An exploration of tutors’ experiences of facilitating problem-based learning. Part 2 – Implications for the facilitation of problem-based learning. Nurse Education Today, 23, 65–75.
Hmelo-Silver, C. E. (2004). Problem-based learning: What and how do students learn? Educational Psychology Review, 16(3), 235–266.
Hmelo-Silver, C. E., & Barrows, H. (2006). The goals and strategies of a problem-based learning facilitator. Interdisciplinary Journal of Problem-based Learning, 1(1), 21–39.
Maudsley, G. (2002). Making sense of trying not to teach: An interview study of tutors’ ideas of problem-based learning. Academic Medicine, 77(2), 162–172.
Maudsley, G. (1999). Roles and responsibilities of the problem based learning tutor in the undergraduate medical curriculum. British Medical Journal, 318(7184), 657–61.
Ministry of Education (MOE). (2011). http://www.moe.gov.sg/education/post-secondary/index.php#polytechnics. Accessed on 2 Nov 2011.
Moust, J. H. C., Bouhuijs, P. A. J., & Schmidt, G. G. (2007). Introduction to problem-based learning: A guide for students. Groningen: Wolters-Noordhoff.
Neville, A. J. (1999). The problem-based learning tutor: Teacher? Facilitator? Evaluator? Medical Teacher, 21(4), 393–401.
O’Grady, G., & Alwis, W. A. M. (2002). One day, one problem: PBL at the Republic Polytechnic. Paper presented at the 4th Asia Pacific conference in PBL. Hatyai.
Republic Polytechnic. (2011). Polytechnic Academic Committee 04(11).
Richardson, V. (2003). Preservice tutors’ beliefs. In J. Raths & A. C. McAninch (Eds.), Tutor beliefs and classroom performance: The impact of tutor education (pp. 1–22). Charlotte: IAP.
Savin-Baden, M. (2003). Facilitating problem-based learning: Illuminating perspectives (p. 27). Maidenhead: Open University Press.
Schmidt, H. G., & Moust, J. H. C. (1995). What makes a tutor effective? A structural equations modelling approach to learning in problem-based learning. Academic Medicine, 70(8), 708–714.
Schmidt, H. G., Dolmans, D., Gijselaers, W. H., & Des Marchais, J. E. (1995). Theory‐guided design of a rating scale for course evaluation in problem‐based curricula. Teaching and Learning in Medicine, 7(2), 82–91.
Wilkie, K. (2004). Becoming facilitative: Shifts in lecturers’ approaches to facilitating problem-based learning. In M. Savin-Baden & K. Wilkie (Eds.), Challenging research in problem-based learning. Maidenhead: SRHE and Open University Press.
Williams, J. C. (2011). The beliefs, behaviours and professional development of tutors in problem-based learning. Unpublished Ph.D. Thesis, Erasmus University Rotterdam, Rotterdam.
Williams, J. C., Alwis, W. A. M., & Rotgans, J. I. (2011). Are tutor behaviors in problem-based learning stable? A generalizability study of social congruence, expertise and cognitive congruence. Advances in Health Sciences Education. doi:10.1007/s10459-011-9295-2.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Appendix A: Key Competencies of an Effective Facilitator at Republic Polytechnic
Appendix A: Key Competencies of an Effective Facilitator at Republic Polytechnic
Rights and permissions
Copyright information
© 2012 Springer Science+Business Media Singapore
About this chapter
Cite this chapter
Williams, J.C. (2012). Teachers as Facilitators. In: O'Grady, G., Yew, E., Goh, K., Schmidt, H. (eds) One-Day, One-Problem. Springer, Singapore. https://doi.org/10.1007/978-981-4021-75-3_11
Download citation
DOI: https://doi.org/10.1007/978-981-4021-75-3_11
Published:
Publisher Name: Springer, Singapore
Print ISBN: 978-981-4021-74-6
Online ISBN: 978-981-4021-75-3
eBook Packages: Humanities, Social Sciences and LawEducation (R0)