1. Constructing Knowledge Through Talk:
Unpacking the dynamics of group interaction in problem-based learning
Gillian Hendry, School of Psychological Sciences and Health, University of Strathclyde
Supervised by Dr Sally Wiggins and Dr Tony Anderson
Gillian Hendry, University of Strathclyde

2. A quick overview… About me Background information Research aims
Current work
Future plans
Gillian Hendry, University of Strathclyde

3. Who am I? University of Strathclyde undergraduate/ postgraduate
Supervision by Dr Sally Wiggins (latterly by Dr Tony Anderson)
Undergrad & postgrad dissertations
RA appointment: implementing PBL into psych curriculum
HEA funded: 2012 Doctoral Programme (first intake)
: Investigating group dynamics and interactional practices in the heart of problem-based learning (PBL) sessions
Gillian Hendry, University of Strathclyde

4. What is PBL?
Gillian Hendry, University of Strathclyde

5. What is PBL?
A way of learning through team work, based upon a ‘problem’ or scenario
Stems from medical education in the 1960s in Canada; focus on creating deeper, more transferable knowledge
Through PBL, individuals should obtain knowledge of the subject area, as well as key employability skills
Three key characteristics:
Self-directed learning/ real life problems/ collaborative knowledge construction
Gillian Hendry, University of Strathclyde

6. (pilfered from Maastricht University)
What is PBL?
1. Begin to unpack the problem
7. Report and reflect, teach each other, apply new knowledge, address the problem. If necessary, repeat the 7 steps.
2. Define any ‘unknowns’
7 steps
(pilfered from Maastricht University)
3. Brainstorm: discuss different ways to potentially solve the problem
6. Perform individual tasks
5. Define and delegate tasks
4. Make a systematic review of possible ways to address the problem
Gillian Hendry, University of Strathclyde

7. In addition…
Facilitator (lecturer/ class leader) steps out of role of ‘expert’, and instead questions and guides group as they work through the problem
Roles such as ‘chair’ and ‘scribe’ are assigned, to ensure group stays focused on task
Very different from traditional lecture-taught classes, but applicable in many disciplines
Gillian Hendry, University of Strathclyde

8. What is PBL? Problem Facilitator Students
Gillian Hendry, University of Strathclyde

9. Current work
While there is growing empirical research to demonstrate that PBL ‘works’, there is limited research on the processes involved in understanding exactly how it works
Using discursive psychology will allow a close examination of the mechanisms through which collaborative learning takes place
Discursive psychology has already been successfully applied to teaching and learning contexts, including some pilot work in group tutorial settings (e.g. Benwell & Stokoe, 2002; Clouston, 2007)
Gillian Hendry, University of Strathclyde

10. Methodology
Discursive psychology/ Conversation analysis
Focuses on psychological themes and how these are constructed, attended to and understood in interaction (Edwards & Potter, 1992)
What does a compliment do?
Opposed to more traditional cognitivist approaches to language; treats talk as a social action instead of a ‘window’ into one’s mental state
Personality traits
Uses studies of naturally occurring conversation to critique the way topics have traditionally been conceptualised in psychology, and offers a new way of understanding
Gillian Hendry, University of Strathclyde

11. Research aims
To identify the discursive strategies through which students engage in knowledge construction and collaborative learning.
To create concrete and practical guidelines which can be used to support effective PBL development in other classes, for both students and staff. Innovative teaching!!
To apply psychological research on learning and teaching (cf. Upton & Trapp, 2010) to further the empirical grounding on which approaches such as PBL are based.
Gillian Hendry, University of Strathclyde

12. Keeping busy… 1st semester: data collection Transcribing footage
Around 45 hours’ worth of video footage from two fourth year psychology classes
Transcribing footage
Early stages of analysis
Using Discursive Psychology to highlight areas of interest; what can we learn about group interaction?
Gillian Hendry, University of Strathclyde

13. An example PBL Group 1, October 2012
Group are reporting their findings back to each other…
Gillian Hendry, University of Strathclyde

14. An example: using roles
Ava: …when it’s really a societal issue with homosexuality which needs to
be addressed, em so finally-
Ella: actually Ava, I was thinking like just to keep my
time,
Ava: mm hm
Ella: you’ve actually spoken for nearly five minutes
already
Ava: oh
Ella: so um
Raymond: heh heh
Ella: just think-
Ava: strengths and weaknesses
Ella: yeah ‘cause we’re-we’re gonna be talking about
strengths and weaknesses like together anyway
Ava: okay
Ella: so if we could maybe-
Ava: yeah
Ella: would that make more sense?
Annabel: [yeah
Kate: [yeah
Ella: to kind of-
Annabel: talk about the strengths and weaknesses of both
papers together
Ava: no that’s fine
Ella: yeah, is that okay?
Ava: yeah yeah!
Annabel: just about the findings and stuff
Ava: interrupting my flow heh
Kate: heh heh heh
Ava: nah it’s cool
((ALL CHUCKLE))
Ella: I had to, I had to, it told me so!
interruption
hesitancy
conflicting responses
justifying actions
trying to finish her point
implying agreement
Gillian Hendry, University of Strathclyde

15. Future plans
Continue transcribing/ reading/ coding/ more transcribing/ more recording/ theming/ more reading/ analysing/ more more transcribing…
Succinct preliminary analysis by end of year 1 (Sept 2013)
Future collaborations:
with other Strathclyde departments using PBL (DMEM)
with other institutions (University of Abertay, Coventry University)
Gillian Hendry, University of Strathclyde

16. That’s all folks! Contact:
Gillian Hendry PhD Researcher School of Psychological Sciences and Health University of Strathclyde Graham Hills Building (6.54) 40 George Street Glasgow G1 1QE
References:
Benwell, B. & Stokoe, E. (2002). Constructing discussion tasks in university tutorials: Shifting dynamics and identities. Discourse Studies. Vol. 4 (4):
Clouston, T. (2007) Exploring methods of analysing talking in problem-based learning tutorials. Journal of Further and Higher Education. Vol. 31 (2):
Edwards, D. & Potter, J. (1992). Discursive Psychology. London: Sage.
Upton, D. & Trapp, A. (2010) (Eds.) Teaching Psychology in Higher Education. Chichester: BPS Blackwell.
Gillian Hendry, University of Strathclyde