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Related Experiment Video

Updated: May 9, 2026

The Collective Trust Game: An Online Group Adaptation of the Trust Game Based on the HoneyComb Paradigm

The Collective Trust Game: An Online Group Adaptation of the Trust Game Based on the HoneyComb Paradigm

Published on: October 20, 2022

Learning in the tutorial group: a balance between individual freedom and institutional control.

Anita McAllister¹, Janna Aanstoot, Inger Lundeborg Hammarström

¹Speech and Language Pathology/IKE and.

Clinical Linguistics & Phonetics

|July 16, 2013

Summary

Student motivation in problem-based learning declines with increased tutor control. Effective support and a lifelong learning perspective are crucial for enhancing engagement and meaningfulness in tutorial groups.

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A Naturalistic Setup for Presenting Real People and Live Actions in Experimental Psychology and Cognitive Neuroscience Studies

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Published on: August 4, 2023

Area of Science:

Medical Education
Health Professions Education

Background:

Problem-based learning (PBL) is a constructivist pedagogical approach used in health professions education.
Tutorial groups are a key component of PBL, facilitating collaborative learning and critical thinking.

Purpose of the Study:

To identify factors within problem-based learning (PBL) tutorial groups that either promote or inhibit student learning.
To explore the perspectives of both tutors and students on the dynamics of PBL tutorial groups.

Main Methods:

Qualitative study employing semi-structured focus-group interviews and individual interviews.
Participants included tutors and students from speech-language pathology and physiotherapy programs.

Main Results:

Three key themes emerged: Responsibility, Time, and Support.
Responsibility: A balance between individual and institutional control impacts student motivation.
Time: Both short-term and long-term learning perspectives are significant.
Support: Effective support involves aligned resources, activities, and personnel.

Conclusions:

Increased program and tutor control diminishes student motivation and responsibility for learning.
Support strategies must be adaptive to student progression and tutorial activities for optimal impact.
Adopting a lifelong learning perspective can foster meta-awareness, increasing the meaningfulness of tutorial work.