Tutors' and students' views on learning and feedback in problem-based learning

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• dc.contributor.author González Lillo, Emmy Antonella
• dc.date.accessioned 2023-06-30T06:48:10Z
• dc.date.available 2023-06-30T06:48:10Z
• dc.date.issued 2023
• dc.description.abstract The successful application of the problem-based learning (PBL) approach requires feedback from the tutor to the student to guide the latter's learning process. The aim of this study was to characterise the views of a group of Chilean undergraduate students of Primary Teaching and their tutors regarding PBL methodology, and the role of feedback in it. Qualitative research was carried out based on a case study that gathered the views of students and tutors through a focus group. The methods of analysis adapted to the needs of this study are those derived from discourse analysis and especially from discourse in interaction in its three dimensions: interlocution (framework of participation), thematic (topic of discussion) and enunciative (enunciative positioning). The results indicate that students' views emphasised the inter-student collaboration involved in PBL, while tutors emphasised the motivational value of the methodology. However, both recognised the important role that feedback plays in enhancing learning opportunities. Knowing the views of both tutors and learners is central to improving PBL and feedback practices.
• dc.description.sponsorship Interculturality and intercomprehension assessing plurilingual discourse competence: Digital student feedback literacy (2021-2025) (reference number PID2020-113796RB-I00/MICINN/AEI/10.13039/501100011033), funded by the Spanish Ministry of Science and Innovation and the State Research Agency. In addition, Emmy González Lillo holds a predoctoral fellowship from the Becas-Chile programme funded by the National Agency for Research and Development (ANID) (reference number 72190174).
• dc.format.mimetype application/pdf
• dc.identifier.citation González Lillo EA. Tutors' and students' views on learning and feedback in problem-based learning. Eur J Educ Res. 2023;12(2):705-17. DOI: 10.12973/eu-jer.12.2.705
• dc.identifier.doi http://dx.doi.org/10.12973/eu-jer.12.2.705
• dc.identifier.issn 2165-8714
• dc.identifier.uri http://hdl.handle.net/10230/57423
• dc.language.iso eng
• dc.publisher Eurasian Society of Educational Research
• dc.relation.ispartof European Journal of Educational Research. 2023;12(2):705-17.
• dc.relation.projectID info:eu-repo/grantAgreement/ES/2PE/PID2020-113796RB-I00
• dc.rights This publication is under a Creative Commons Attribution 4.0 International License (CC BY 4.0).
• dc.rights.accessRights info:eu-repo/semantics/openAccess
• dc.rights.uri http://creativecommons.org/licenses/by/4.0/
• dc.subject.keyword views
• dc.subject.keyword discourse analysis
• dc.subject.keyword feedback
• dc.subject.keyword problem-based learning
• dc.title Tutors' and students' views on learning and feedback in problem-based learning
• dc.type info:eu-repo/semantics/article
• dc.type.version info:eu-repo/semantics/publishedVersion