Enhanced functions of teacher during the problem-based learning evolution (based on the experience of the European universities participating in the Tempus Medis project)

Authors

DOI:

https://doi.org/10.15587/2313-8416.2016.67711

Keywords:

problem-based learning, advanced problem-based learning, real problem-based learning, iteration, Agile methodology

Abstract

In modern conditions the training effectiveness increase relies mainly on the problem-based learning (PBL) methodology implementation. The article reveals the basic forms of PBL evolution and corresponding teaching staff functions. The study exposed detailed features of teacher role at each of the PBL stages methodology development on the example of teaching the industrial control system design. Taking into account these features will allow making the more accurate choice of the desired model for PBL implementation in teaching and learning process and preparing the relevant methodological support. Due to the teacher role complexity increasing with the PBL development the need for further training of instructors in the PBL methodology as well as in the relevant subject area is underlined.

Author Biographies

Oleg Galchonkov, Odessa National Polytechnic University 1 Shevchenko ave., Odessa, Ukraine, 65069

Candidate of technical science, associate professor

Department of Information Systems

Institute of Computer Systems

Alexander Nevrev, Odessa National Polytechnic University 1 Shevchenko ave., Odessa, Ukraine, 65069

PhD, associate professor

Department of Information Systems

Institute of Computer Systems

Natalia Lozienko, Odessa National Polytechnic University 1 Shevchenko ave., Odessa, Ukraine, 65069

Leading Specialist

Department of Marketing and Innovation Policy

References

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Galchonkov, O., Nevrev, O., Loziienko, N. (2016). Real Problem-Based Learning: specific features of the training method for creation of modern industrial control systems (based on the experience of the European universities participating in (TEMPUS MEDIS). ScienceRise, 2/5 (19), 25–29. doi: 10.15587/2313-8416.2016.60621

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Published

2016-04-30

Issue

Section

Pedagogical Education