Six contextual factors mediate the influence of cultural factors on discussion behaviors, either inhibiting or enhancing discussion¶

Claim · All claims
Evidence · 1 study · qualitative r3 · q2
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Six contextual factors — prior school education, scope of PBL implementation, personal characteristics, language of instruction, tutor behavior, and the assessment system — either inhibited or enhanced discussion behaviors. → Janneke M. Frambach 2014

Evidence¶

Janneke M. Frambach 2014¶

Janneke M. Frambach, Erik W. Driessen, Philip Beh and Cees P.M. van der Vleuten. (2014). Quiet or questioning? Students' discussion behaviors in student-centered education across cultures. Studies in Higher Education. https://doi.org/10.1080/03075079.2012.754865

q2 · i? · qualitative · r3

Qualitative comparative case study across three medical schools; the results section enumerates six contextual factors mediating cultural influences, with Table 4 detailing each factor's inhibiting and enhancing elements, e.g. a 'Dominant tutor or inactive tutor' versus an 'Active tutor who stimulates and explains'.

"six other contextual factors were also found to either inhibit or enhance discussion behaviors: (1) the nature of students'prior school education, (2) the scope of PBL implementation, (3) students'personal characteristics, (4) language of instruction, (5) tutor behavior, and (6) the assessment system."

Discussion¶

Related Claims¶

• The assessment system determined whether an exam-directed focus inhibited or enhanced discussion behaviors
• Four cultural factors inhibit students from speaking up, asking questions and challenging others in PBL discussions, with stronger impact in non-Western schools
• Student-centered education is feasible in different cultural contexts, but processes and outcomes are likely to differ across them
• Tutor behavior had a major impact on students' discussion behaviors, with dominant or passive tutors both failing to stimulate lively discussion — a narrower finding that bears on this claim
• The scope of PBL implementation shaped discussion quality: hybrid lecture-based implementation reduced uncertainty but yielded less critical discussion than full PBL — a narrower finding that bears on this claim
• Students' discussion skills increased from first to third year in all three institutions, but at different rates across cultures — related