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Dian, N., Subandono, J., ., S., & ., M. (2019). One Tutor for Two Groups: Student Centered-Learning Stimulation in Problem Based-Discussion with Two Way Close Circuit Tele-Vision (CCTV). KnE Life Sciences, 4(12), 232–238. https://doi.org/10.18502/kls.v4i12.4178

https://doi.org/10.18502/kls.v4i12.4178

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authors

  • N Dian
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  • J Subandono
    No author data available.
  • Sarsono .
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  • Martini .
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Published Date

  • Mar 25, 2019

One Tutor for Two Groups: Student Centered-Learning Stimulation in Problem Based-Discussion with Two Way Close Circuit Tele-Vision (CCTV)

KnE Life Sciences / The 1st International Conference on Health, Technology and Life Sciences (ICO-HELICS) / Pages 232–238

Abstract

The study aimed to analyse activities on social cognitive adaptation according to Post Vygotskian learning theories. This qualitative study employed Phenomenology data from the Indonesian undergraduate medical student to showcase the tutorial activities with two ways CCTV that involved constructing knowledge and building mutual agreements with peers collaboration in a safe environment. Data were collected from the reports, recorded and in-depth interviews among six group members of the students. Each group consisted of 10-15 students. A total of sixty-nine students were participated in the present research. At the end of the analysis process, we held a panel discussion between the researcher and three coders. The study found that the
participants: (1) talk a loud and felt safe with activities, (2) share information equally ”peer to peer” to get essential knowledge, (3) have more freedom ”bargain and share” activities. Overall, the students were satisfied with their learning activities but they needed tutors to give verification ”just in time.” The study concluded three activities based on theories of problem based discussion. The findings implied how one tutor
can facilitate discussion of two groups.



Keywords: advancement of medical science/education; medical education technologies; student centered-learning; problem based-discussion

References
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[2] Veronika I 2017 Epistemiological belief factors in problem based collaboration learning (Dissertation electronic material on [internet]). Available from: http://etd. repository.ugm.ac.id/index.php?mod=penelitian_detail&sub=PenelitianDetail&act= view&typ=html&buku_id=116912&obyek_id=4)


[3] De Valenzuela J S 2006 Sociocultural Views of Learning The SAGE Handbook of Special Education [Internet] (SAGE Publications Ltd) pp 281–90. Available from: http: //dx.doi.org/10.4135/9781848607989.n22


[4] Kegan R 2002 What “form” transforms? Contemporary Theories of Learning (Routledge) pp 29–45. Available from: http://dx.doi.org/10.4324/9781315147277-3


[5] Teague C and Green L 2012 Using CCTV footage as a communication training and safety Resource.Proc. of ANZCA Conf. (Adelaide) p 12 [Internet]. Available from: http://ro.ecu.edu.au/ecuworks2012/110


[6] Barker D, Quennerstedt M, Annerstedt C 2013 Inter-student interactions and student learning in health and physical education: a post-Vygotskian analysis Physical Education and Sports Pedagogy (Informa UK Limited) 20(4):409–26. Available from: http://dx.doi.org/10.1080/17408989.2013.868875