Challenging Research in Problem-based Learning
Published on 16. September 2004
Book
Paperback/Softback
256 pages
978-0-335-21544-7 (ISBN)
Description
"This is a wide ranging, clearly focused, accessible book that engages with the practices and findings of research into problem-based learning... The book is clear on the problems and the strategies, the debates and the research based practices which make PBL accessible wherever it is suitable for effective learning."
Professor Gina Wisker, Anglia Polytechnic University "This book punctures the sometimes inflated rhetoric about PBL by exploring some of its inherent difficulties and contradictions, and moves debate on through critical glimpses of the rich and varied practices undertaken under the banner of PBL."
Professor Graham Gibbs, University of Oxford"...provides a wealth of practical and theoretical insights into the challenges of using pbl which will be of value both to those currently using the approach and those thinking of introducing it into their programmes."
British Journal of Educational TechnologyThis book presents international research into Problem-based Learning within a range of subject and vocational disciplines, applications and cultures from a variety of perspectives: student, facilitator, module leader, curriculum designer.It presents a range of findings related to designing, implementing, assessing and evaluating PBL courses. Challenging Research in Problem-based Learning is key reading for academics and tutors utilising PBL, as well as those studying for teaching qualifications, lecturers involved in teaching for the professions and on continuing professional development courses.Contributors:
Terry Barrett, Brian Bowe, John Cowan, Roisin Donnelly, Erik de Graaff, Chris Hockings, Bill Hutchings, Dan Jacobsen, Peter Kandlbinder, Sharron King, Ranald Macdonald, Claire Howell Major, Yves Maufette, Karen O'Rourke, Betsy Palmer, Maggi Savin-Baden, Charlotte Silen, Alexandre Soucisse, Kay Wilkie.
Professor Gina Wisker, Anglia Polytechnic University "This book punctures the sometimes inflated rhetoric about PBL by exploring some of its inherent difficulties and contradictions, and moves debate on through critical glimpses of the rich and varied practices undertaken under the banner of PBL."
Professor Graham Gibbs, University of Oxford"...provides a wealth of practical and theoretical insights into the challenges of using pbl which will be of value both to those currently using the approach and those thinking of introducing it into their programmes."
British Journal of Educational TechnologyThis book presents international research into Problem-based Learning within a range of subject and vocational disciplines, applications and cultures from a variety of perspectives: student, facilitator, module leader, curriculum designer.It presents a range of findings related to designing, implementing, assessing and evaluating PBL courses. Challenging Research in Problem-based Learning is key reading for academics and tutors utilising PBL, as well as those studying for teaching qualifications, lecturers involved in teaching for the professions and on continuing professional development courses.Contributors:
Terry Barrett, Brian Bowe, John Cowan, Roisin Donnelly, Erik de Graaff, Chris Hockings, Bill Hutchings, Dan Jacobsen, Peter Kandlbinder, Sharron King, Ranald Macdonald, Claire Howell Major, Yves Maufette, Karen O'Rourke, Betsy Palmer, Maggi Savin-Baden, Charlotte Silen, Alexandre Soucisse, Kay Wilkie.
More details
Persons
Maggi Savin-Baden is Professor of Higher Education Research
at Coventry University and began using problem-based learning in 1986. She has researched and consulted widely on problem-based learning and her most recent research explored conceptions and experiences of facilitation. Her other books include 'Problem-based Learning in Higher Education,' 'Facilitating Problem-based Le'arning' and 'Foundations of Problem-based Learning' (with Claire Howell Major), all published by Open University Press.
Kay Wilkie is Director of Learning and Teaching in the School of Nursing and Midwifery, University of Dundee. She has been involved with problem-based learning since 1997, with a particular interest in facilitation.
at Coventry University and began using problem-based learning in 1986. She has researched and consulted widely on problem-based learning and her most recent research explored conceptions and experiences of facilitation. Her other books include 'Problem-based Learning in Higher Education,' 'Facilitating Problem-based Le'arning' and 'Foundations of Problem-based Learning' (with Claire Howell Major), all published by Open University Press.
Kay Wilkie is Director of Learning and Teaching in the School of Nursing and Midwifery, University of Dundee. She has been involved with problem-based learning since 1997, with a particular interest in facilitation.
Content
Introduction Maggi Savin-BadenPart 1Curricula Concerns
Chapter 1 The problem in Problem-based Learning is the problems: but do they motivate students?
Yves Maufette, Peter Kandlbinder and Alexandre Soucisse
Chapter 2The impact of assessment on the Problem-based Learning process.
Erik de Graaff
Chapter 3 Researching the student experience to bring about improvements in Problem-based Learning
Ranald Macdonald
Chapter 4Investigating the Effectiveness of Teaching 'Online Learning' in a Problem-based Learning Online Environment.
Roisin Donnelly
Part 2Facilitator Experiences
Chapter 5Practising what we preach? Contradictions between pedagogy and practice in the move to Problem-based Learning.
Chris Hockings
Chapter 6Becoming facilitative: shifts in lecturers' approaches to facilitating Problem-based Learning.
Kay Wilkie
Chapter 7Researching the dialogue of Problem-based Learning tutorials: a critical discourse analysis approach.
Terry Barrett
Chapter 8The emotional dimension of collaborative change to Problem-based learning: the staff experience.
Sharron King
Part 3Student Experiences
Chapter 9Learning Leadership through Collaboration: The Intersection of Leadership and Group Dynamics in Problem-based Learning
Betsy Palmer & Claire H. Major
Chapter 10The influence of participants' reception of Problem-based Learning on Problem-based Learning tutorials.
Dan Jacobsen
Chapter 11Does Problem-based Learning make students 'Go Meta'?
Charlotte Silen
Part 4Comparative issues
Chapter 12A comparative evaluation of Problem-based Learning in physics: A lecture-based course and a Problem-based course.
Brian Bowe
Chapter 13Medical studies to Literary studies: Adapting paradigms of Problem-based Learning process for new disciplines
Bill Hutchings and Karen O'Rourke
Chapter 14Exploring the impact of discipline-based padagogy on Problem-Based Learning through interpretive meta ethnography
Maggi Savin-Baden and Kay Wilkie
Epilogue
Glossary
Bibliography
Index
Chapter 1 The problem in Problem-based Learning is the problems: but do they motivate students?
Yves Maufette, Peter Kandlbinder and Alexandre Soucisse
Chapter 2The impact of assessment on the Problem-based Learning process.
Erik de Graaff
Chapter 3 Researching the student experience to bring about improvements in Problem-based Learning
Ranald Macdonald
Chapter 4Investigating the Effectiveness of Teaching 'Online Learning' in a Problem-based Learning Online Environment.
Roisin Donnelly
Part 2Facilitator Experiences
Chapter 5Practising what we preach? Contradictions between pedagogy and practice in the move to Problem-based Learning.
Chris Hockings
Chapter 6Becoming facilitative: shifts in lecturers' approaches to facilitating Problem-based Learning.
Kay Wilkie
Chapter 7Researching the dialogue of Problem-based Learning tutorials: a critical discourse analysis approach.
Terry Barrett
Chapter 8The emotional dimension of collaborative change to Problem-based learning: the staff experience.
Sharron King
Part 3Student Experiences
Chapter 9Learning Leadership through Collaboration: The Intersection of Leadership and Group Dynamics in Problem-based Learning
Betsy Palmer & Claire H. Major
Chapter 10The influence of participants' reception of Problem-based Learning on Problem-based Learning tutorials.
Dan Jacobsen
Chapter 11Does Problem-based Learning make students 'Go Meta'?
Charlotte Silen
Part 4Comparative issues
Chapter 12A comparative evaluation of Problem-based Learning in physics: A lecture-based course and a Problem-based course.
Brian Bowe
Chapter 13Medical studies to Literary studies: Adapting paradigms of Problem-based Learning process for new disciplines
Bill Hutchings and Karen O'Rourke
Chapter 14Exploring the impact of discipline-based padagogy on Problem-Based Learning through interpretive meta ethnography
Maggi Savin-Baden and Kay Wilkie
Epilogue
Glossary
Bibliography
Index