Challenging research in problem-based learning / [edited by] Maggi Savin-Baden and Kay Wilkie.

Enhanced descriptions from Syndetics:

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. This 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. 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. The contributors are: 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, and Kay Wilkie.

Table of contents provided by Syndetics

• Introduction
• Part 1 Curricula Concerns
• Chapter 1 The problem in Problem-based Learning is the problems: but do they motivate students?
• Chapter 2 The impact of assessment on the Problem-based Learning process
• Chapter 3 Researching the student experience to bring about improvements in Problem-based Learning
• Chapter 4 Investigating the Effectiveness of Teaching 'Online Learning' in a Problem-based Learning Online Environment
• Part 2 Facilitator Experiences
• Chapter 5 Practising what we preach? Contradictions between pedagogy and practice in the move to Problem-based Learning
• Chapter 6 Becoming facilitative: shifts in lecturers' approaches to facilitating Problem-based Learning
• Chapter 7 Researching the dialogue of Problem-based Learning tutorials: a critical discourse analysis approach
• Chapter 8 The emotional dimension of collaborative change to Problem-based learning: the staff experience
• Part 3 Student Experiences
• Chapter 9 Learning Leadership through Collaboration: The Intersection of Leadership and Group Dynamics in Problem-based Learning
• Chapter 10 The influence of participants' reception of Problem-based Learning on Problem-based Learning tutorials
• Chapter 11 Does Problem-based Learning make students ...Go Meta'?
• Part 4 Comparative issues
• Chapter 12 A comparative evaluation of Problem-based Learning in physics: A lecture-based course and a Problem-based course
• Chapter 13 Medical studies to Literary studies: Adapting paradigms of Problem-based Learning process for new disciplines
• Chapter 14 Exploring the impact of discipline-based padagogy on Problem-Based Learning through interpretive meta ethnography
• Epilogue
• Glossary
• Bibliography
• Index