NDLI: Understanding silence in problem-based learning: a case study at an English medium university in Asia.

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An exploration of novice and experienced problem-based learning facilitators' perceptions of their roles in a speech-language pathology programme. Does experience matter?

Understanding silence in problem-based learning: a case study at an English medium university in Asia.

Problem-based learning (PBL) and speech-language pathology: a tutorial.

Problem-based learning: student learning experiences and outcomes.

Problem-based learning in communication disorders. Introduction.

Year: 2014 Volume: 28 Issue: 7-8

Year: 2013 Volume: 27

Year: 2012 Volume: 26

Year: 2011 Volume: 25

Year: 2010 Volume: 24

Year: 2009 Volume: 23

Understanding silence in problem-based learning: a case study at an English medium university in Asia.

Content Provider	World Health Organization (WHO)-Global Index Medicus
Author	Jin, Jun
Spatial Coverage	Hong Kong
Description	Author Affiliation: Jin J ( Faculty of Dentistry, The University of Hong Kong , Hong Kong , P. R. China.)
Abstract	Problem-based learning (PBL) has increasingly been employed as a teaching and learning approach in many disciplines in higher education. Since PBL might be regarded as a dramatic departure from what students have experienced before entry to undergraduate studies, it is necessary to examine how first year undergraduate students adapt to the high level of knowledge and communication demands that PBL entails. In particular, there is a need to examine Asian undergraduate students' silence in PBL tutorials. This article reports on a study that explored first year dental students' practices and perceptions of silence in PBL tutorials at an English medium university in Asia. Eight successive PBL tutorials sessions were videotaped. Significant episodes of silence in these tutorials were then identified, edited and extracted into one media file per tutorial. The participants were invited to attend stimulated recall interviews during which they viewed the edited excerpts. In the stimulated recall interviews, they were encouraged to freely recall about, and comment on, their own and their groups' interaction processes. Students' practices and perceptions of silence are likely to affect knowledge construction and group dynamics in PBL tutorials. Analysis revealed that students' silence can be regarded as a positive and constructive means of participation and learning contributing to the success of an ongoing PBL process. Interactional control (e.g. turn taking, exchange ideas and topic control) and non-verbal behavior in PBL tutorials can be highlighted to assist facilitators' understanding of silence.
File Format	HTM / HTML
ISSN	02699206
Issue Number	1-2
Volume Number	28
e-ISSN	14645076
Journal	Clinical Linguistics & Phonetics
Language	English
Publisher	Taylor & Francis
Publisher Date	2014-01-01
Publisher Place	Great Britain (UK)
Access Restriction	One Nation One Subscription (ONOS)
Subject Keyword	Discipline Speech-Language Pathology Education, Professional Methods Organization & Administration Problem-based Learning Speech-language Pathology Education Cooperative Behavior Female Group Processes Hong Kong Humans Hydrocephalus Male Models, Educational Peer Group Students Psychology Journal Article
Content Type	Text
Resource Type	Article
Subject	Medicine Speech and Hearing Linguistics and Language

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1	Ministry of Education (GoI), Department of Higher Education	Sanctioning Authority	https://www.education.gov.in/ict-initiatives
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3	National Digital Library of India Office, Indian Institute of Technology Kharagpur	The administrative and infrastructural headquarters of the project	Dr. B. Sutradhar bsutra@ndl.gov.in
4	Project PI / Joint PI	Principal Investigator and Joint Principal Investigators of the project	Dr. B. Sutradhar bsutra@ndl.gov.in Prof. Saswat Chakrabarti will be added soon
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Problem-based learning (PBL) and speech-language pathology: a tutorial.

A systematic review of the collaborative clinical education model to inform speech-language pathology practice.

Problem-based learning in communication disorders. Introduction.

Understanding silence in problem-based learning: a case study at an English medium university in Asia.

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Performance of speech-language pathology students in problem-based learning tutorials and in clinical practice.

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Learning in the tutorial group: a balance between individual freedom and institutional control.

Concept map analysis in the assessment of speech-language pathology students' learning in a problem-based learning curriculum: a longitudinal study.

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