This chapter discusses the value of providing interactivity and active learning in tutorials as well as providing examples of exercises and interactivity.
Instead, it was necessary to modify the active-learning tutorial approach often used in physics classes to help students master qualitative reasoning.
Engagement in both active learning and critical thinking activities may help to prevent PBL erosion since these activities are the core processes of PBL tutorial [ 2].
Many medical schools, inspired by social constructivist theories of learning stating that learners should construct their own knowledge in active learning environments [ 1], have embraced small group learning by introducing tutorials, seminars, workshops and group practicals [ 2].
In addition to the three Special Issue articles, this issue presents three original articles looking into a multi-layer map model for Web-based learning, students' interaction with the tutorial dialogs in an intelligent tutoring system (ITS), and an active learning strategy with visualization in instructor-mediated classrooms.
We aimed to fill this gap by developing a valid self-assessment tool to be used in the PBL tutorial setting, which we named the Self-assessment scale for active learning and critical thinking (SSACT).
This approach, of course, rarely allows for the sort of interaction and active learning that more hands-on, practical sessions (such as lab work or tutorials) can facilitate.
Using a range of teaching and learning approaches including lectures, tutorials, workshops, small group work, which were underpinned by active learning principles.
The two factors underlying this scale, active learning and critical thinking, were important skills that should be central to a PBL tutorial.
However, it could also be part of modern genetics courses (Redfield 2012), or even form an active learning module (Bonwell and Eison 1991; Prince 2004) on nonexperimental units, such as tutorials.
This can result in dry and lifeless tutorials, devoid of any student participation and wasting the great potential for active learning implicit in the format.
