Abstract
| Original language | English |
|---|---|
| Pages (from-to) | 11-24 |
| Number of pages | 14 |
| Journal | Active Learning in Higher Education |
| Volume | 16 |
| Issue number | 1 |
| DOIs | |
| Publication status | Published - 1 Mar 2015 |
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Saving face : Managing rapport in a Problem-Based Learning group. / Robinson, Leslie; Harris, Ann; Burton, Robert.
In: Active Learning in Higher Education, Vol. 16, No. 1, 01.03.2015, p. 11-24.Research output: Contribution to journal › Article
TY - JOUR
T1 - Saving face
T2 - Managing rapport in a Problem-Based Learning group
AU - Robinson, Leslie
AU - Harris, Ann
AU - Burton, Robert
PY - 2015/3/1
Y1 - 2015/3/1
N2 - This qualitative study investigated the complex social aspects of communication required for students to participate effectively in Problem-Based Learning and explored how these dynamics are managed. The longitudinal study of a group of first-year undergraduates examined interactions using Rapport Management as a framework to analyse communication with regard to the concepts of face, sociality rights and interactional goals. Problem-Based Learning requires students to engage in potentially face-threatening interactions as they discuss subjects of which they have little prior knowledge, placing them in situations that require negotiation using face-saving strategies in order to meet objectives to share their learning with others. The study described within this article focuses on the key role of the Problem-Based Learning chair and shows how failure by the chair to manage rapport effectively can influence the quality of group learning. The findings suggest that educators need to understand the complex interactional demands students have to face in undertaking Problem-Based Learning and support students to overcome these difficulties considering the three bases of rapport management
AB - This qualitative study investigated the complex social aspects of communication required for students to participate effectively in Problem-Based Learning and explored how these dynamics are managed. The longitudinal study of a group of first-year undergraduates examined interactions using Rapport Management as a framework to analyse communication with regard to the concepts of face, sociality rights and interactional goals. Problem-Based Learning requires students to engage in potentially face-threatening interactions as they discuss subjects of which they have little prior knowledge, placing them in situations that require negotiation using face-saving strategies in order to meet objectives to share their learning with others. The study described within this article focuses on the key role of the Problem-Based Learning chair and shows how failure by the chair to manage rapport effectively can influence the quality of group learning. The findings suggest that educators need to understand the complex interactional demands students have to face in undertaking Problem-Based Learning and support students to overcome these difficulties considering the three bases of rapport management
KW - communication
KW - face
KW - facilitation
KW - Problem-Based Learning
KW - rapport management
KW - social constructivism
U2 - 10.1177/1469787415573355
DO - 10.1177/1469787415573355
M3 - Article
VL - 16
SP - 11
EP - 24
JO - Active Learning in Higher Education
JF - Active Learning in Higher Education
SN - 1469-7874
IS - 1
ER -