Practising what we preach? Contradictions between pedagogy and practice in the move to problem-based learning
| dc.contributor.author | Hockings, Christine | |
| dc.date.accessioned | 2008-05-22T12:38:57Z | |
| dc.date.available | 2008-05-22T12:38:57Z | |
| dc.date.issued | 2004 | |
| dc.identifier.citation | In: Savin-Baden, M. & Wilkie, K. (Eds.), Challenging Research in Problem-based Learning: 69-80 | |
| dc.identifier.isbn | 0335215440 | |
| dc.identifier.uri | http://hdl.handle.net/2436/27594 | |
| dc.description.abstract | This chapter explores the challenges facing individual lecturers as they make the transition from traditional teaching to problem-based learning. This case study highlights the conceptual, epistemological and pedagogical challenges such a shift presents and suggests ways in which academics can be supported through this process in order to improve student learning. It is of significance to academic developers and practitioners. | |
| dc.language.iso | en | |
| dc.publisher | Maidenhead: Open University Press | |
| dc.relation.url | http://www.mcgraw-hill.co.uk/html/0335215440.html | |
| dc.subject | Problem based learning | |
| dc.subject | Pedagogy | |
| dc.subject | Higher education | |
| dc.title | Practising what we preach? Contradictions between pedagogy and practice in the move to problem-based learning | |
| dc.title.alternative | Challenging Research in Problem-based Learning | |
| dc.type | Chapter in book | |
| html.description.abstract | This chapter explores the challenges facing individual lecturers as they make the transition from traditional teaching to problem-based learning. This case study highlights the conceptual, epistemological and pedagogical challenges such a shift presents and suggests ways in which academics can be supported through this process in order to improve student learning. It is of significance to academic developers and practitioners. |