Visschers-Pleijers Astrid J S F, Dolmans Diana H J M, Wolfhagen Ineke H A P, Van der Vleuten Cees P M
Department of Educational Development & Research, Maastricht University, The Netherlands.
Adv Health Sci Educ Theory Pract. 2005;10(1):23-35. doi: 10.1007/s10459-004-9348-x.
In group learning settings like problem-based learning (PBL), the quality of interaction is closely related to group success. However, research and practice have shown that the interaction in tutorial groups is not optimal. In the present study, a questionnaire was used to measure students' perceptions of occurrence and desirability of three interaction types, i.e. exploratory questioning, cumulative reasoning, and handling knowledge conflicts. The discrepancies between the perceptions of occurrence and desirability enabled us to illustrate how the questionnaire can be used to improve the group interaction process in the tutorial group.
The subjects consisted of all second-year medical students of Maastricht University (N=240, response rate 73%). The questionnaire consisted of a list of eleven statements representing the three interaction types (factors). Students were asked to rate each statement on a 5-point Likert scale for two types of perceptions, i.e. occurrence and desirability.
The average scores on occurrence and desirability of the interaction types varied between 3.4 and 3.7 (scale 1-5) and between 3.6 and 4.3, respectively. For two interaction types, significant differences between occurrence and desirability were found.
The scores for occurrence were reasonable, and the desirability scores were significantly higher than the occurrence scores for two of the three interaction types, i.e., exploratory questioning and cumulative reasoning. The results of the present study imply that in the students' opinion, the interaction process in the tutorial group can be improved. The questionnaire provides useful information to detect shortcomings in the tutorial group interaction.
在基于问题的学习（PBL）等小组学习环境中，互动质量与小组成功密切相关。然而，研究和实践表明，辅导小组中的互动并非最佳。在本研究中，使用问卷调查来衡量学生对三种互动类型（即探索性提问、累积推理和处理知识冲突）的发生情况和期望程度的看法。发生情况和期望程度看法之间的差异使我们能够说明如何使用该问卷来改善辅导小组中的小组互动过程。
研究对象包括马斯特里赫特大学所有二年级医学生（N = 240，应答率73%）。问卷由代表三种互动类型（因素）的十一条陈述组成。要求学生针对两种看法类型（即发生情况和期望程度），对每条陈述按5点李克特量表进行评分。
互动类型的发生情况和期望程度的平均得分分别在3.4至3.7（1 - 5分制）和3.6至4.3之间。对于两种互动类型，发现发生情况和期望程度之间存在显著差异。
发生情况的得分合理，并且对于三种互动类型中的两种，即探索性提问和累积推理，期望程度得分显著高于发生情况得分。本研究结果表明，在学生看来，辅导小组中的互动过程可以得到改善。该问卷为发现辅导小组互动中的不足提供了有用信息。
