Motivation, Challenges, Support (MCS) Cycle Model for the Development of PBL Tutors

• Autores: Costas P. Constantinou, Stella A. Nicolaou
• Localización: Qualitative Research in Education, ISSN-e 2014-6418, Vol. 7, Nº. 1, 2018, págs. 1-35
• Idioma: inglés
• DOI: 10.17583/qre.2018.3064
• Títulos paralelos:
  • Motivación, Desafíos, Apoyo (MDA) Modelo de Ciclo para el Desarrollo de Tutores ABP
• Enlaces
  • Texto completo
• Dialnet Métricas: 6 Citas
• Resumen
  • español

    El aprendizaje basado en problemas (ABP) es conocido por mejorar las habilidades de resolución de problemas y el trabajo en equipo de los estudiantes, mientras el papel de los tutores de ABP es facilitar el debate en lugar de enseñar. Este estudio utilizó cuatro grupos focales para explorar la motivación, los desafíos y los mecanismos de apoyo de los tutores de ABP, y la relación entre estos. El estudio encontró que había una alineación narrativa, por la cual los tutores identificaban un desafío si alteraba su motivación de tutor, y el apoyo era efectivo si abordaba el desafío como para restablecer su motivación. En base a esto, proponemos el "Modelo de Ciclo de Motivación, Desafíos, Apoyo (MDA)" para el desarrollo de tutores de ABP.

  • English

    Problem-Based Learning (PBL) is well known for enhancing students’ problem-solving skills and teamwork, while the role of PBL tutors is to facilitate discussion rather than teach. This study used four focus groups to explore PBL tutors’ motivation, challenges and support mechanisms, and the relationship between these. The study found that there was a narrative alignment, whereby tutors identified a challenge if it disrupted their motivation to tutor, and support as effective if it addressed the challenge so as to re-establish their motivation. Based on this, we propose the “Motivation, Challenges, Support (MCS) Cycle Model” for the development of PBL tutors.

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