Problemsko zasnovano učenje v doktorskih programih: za ‘prakademike’?
DOI:
https://doi.org/10.37886/ruo.2024.012Ključne besede:
problemsko zasnovano učenje, aktivacijski učni pristop, zreli doktorski študenti, prakademikiPovzetek
Raziskovalno vprašanje (RV): V kolikšni meri bi lahko imelo problemsko zasnovano učenje (problem-based learning -PBL) potencialno vlogo v doktorskih programih kot aktivacijski učni pristop za premagovanje izzivov doktorskih študentov, ki so na sredini ali v pozni fazi svoje kariere?
Namen: Namen prispevka je bil najprej raziskati izzive izkušenih zaposlenih strokovnjakov v doktorskem izobraževanju. Drugič, obstoječi modeli problemsko zasnovanega učenja (PBL), kot se izvajajo na štirih prvotnih univerzah, ki so prve uporabile PBL, so bili primerjalno preučeni, da bi ocenili potencialno vlogo problemsko zasnovanega učenja pri premagovanju izzivov doktorskih študentov, ki so na sredini ali v pozni fazi svoje kariere?
Metoda: S pomočjo pregleda recenziranih člankov in javno dostopnih dokumentov kanadskih, nizozemskih in danskih univerz o uporabi problemsko zasnovanega učenja je bila izvedena analiza raziskanih in dokumentiranih prednosti in izzivov tako imenovanih 'prakademikov' (praktikov/strokovnjakov, ki vstopajo v akademsko sfero). Sledila je primerjalna analiza različnih modelov problemsko zasnovanega učenja. Na koncu so bile identificirane medsebojne povezave med izzivi prakademikov ter značilnostmi in koraki problemkso zasnovanega učenja.
Rezultati: Ugotovljenih je bilo pet izzivov, s katerimi se redno srečujejo doktorski študenti, ki so na sredini ali v pozni fazi svoje kariere, vključno z njihovimi težavami pri razumevanju ključnih konceptov za raziskovalce. Drugi izzivi vključujejo pasivno učno okolje, občutek, da je njihovo predhodno strokovno znanje podcenjeno, strah pred neuspehom, pa tudi vnaprejšnje poznavanje odgovora zaradi prevelike vneme in želje po reševanju problemov in pretiranega zanašanja na strokovne izkušnje. Primerjalna analiza različnih modelov problemsko zasnovanega učenja je pokazala nekatere razlike v tipih problemov (usmerjeni v prakso, v vsebino ali kritiko), vlogi učiteljev (facilitator, tutor in supervizor) ter izobraževalnih procesih in principih. Večina značilnosti problemsko zasnovanega učenja bi lahko bila ključnega pomena pri pomoči strokovnjakom pri premagovanju njihovih izzivov v doktorskem izobraževanju, kot je na primer projektno delo v majhnih skupinah, ki omogoča boljše razumevanje ključnih konceptov za raziskovalce, in tudi zmanjša past "vnaprejšnjega poznavanja odgovora".
Organizacija: Ne samo visokošolske organizacije, temveč tudi druge organizacije javnega ali zasebnega sektorja bi lahko imele koristi tako od prepoznavanja izzivov svojih zaposlenih, ki so na sredini ali v pozni fazi svoje kariere kot od uporabe problemsko zasnovanega učnega pristopa za nadaljnji razvoj posameznikov, skupin in timov.
Družba: Prispevek k družbi se odraža v strategijah vključevanja zrelejših kandidatov v doktorsko izobraževanje, kar prispeva k ciklu vseživljenjskega učenja.
Izvirnost: Prispevek ponuja razumevanje nove skupine doktorskih študentov – prakademikov – z vizualno kartografijo (cartography) medsebojne povezanosti med njihovimi izzivi ter značilnostmi in koraki problemsko zasnovanega učenja.
Omejitve / nadaljnje raziskave: Obseg prispevka je bil omejen, saj se je osredotočal le na štiri prvotne univerze, ki uporabljajo problemsko zasnovano učenje zadnjih 50 let. Prav tako so študije o uporabi problemsko zasnovanega učenja na doktorskem študiju še vedno redke, kar je posledično povzročilo omejen dostop do konkretnih primerov.
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