Enhanced functions of teacher during the problem-based learning evolution (based on the experience of the European universities participating in the Tempus Medis project)
DOI :
https://doi.org/10.15587/2313-8416.2016.67711Mots-clés :
problem-based learning, advanced problem-based learning, real problem-based learning, iteration, Agile methodologyRésumé
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.Références
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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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(c) Tous droits réservés Oleg Galchonkov, Alexander Nevrev, Natalia Lozienko 2016
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