Abstract
Focus is on problem-based learning in a networked learning context with focus on the use of technologies in the communicative processes among the participants. Especially, the role of the teacher in such a context is analysed. The classic, traditional role as an expert deciding the curriculum, providing lectures and seminars, giving assignments, and marking papers and essays is complemented and in some ways overruled by a new role as supervisor and facilitator for the group of students working with a research problem that they have picked themselves. However, different dimensions of this new teacher role can be observed – from expert in an academic field to a role that focuses more on processes, methodological dimensions, and the importance of a reflexive approach. In some situations, the role as social mediator is needed questioning and assisting the members of the group in the complex task of interacting with fellow students in an uncertain and volatile context and environment. Successful network learning requires teachers or supervisors who are reflective and able to take the other’s perspective.
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Nielsen, J.L., Danielsen, O. (2012). Problem-Oriented Project Studies: The Role of the Teacher as Supervisor for the Study Group in Its Learning Processes. In: Dirckinck-Holmfeld, L., Hodgson, V., McConnell, D. (eds) Exploring the Theory, Pedagogy and Practice of Networked Learning. Springer, New York, NY. https://doi.org/10.1007/978-1-4614-0496-5_15
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