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dc.contributor.authorHockings, Christine
dc.date.accessioned2008-05-22T12:38:57Z
dc.date.available2008-05-22T12:38:57Z
dc.date.issued2004
dc.identifier.citationIn: Savin-Baden, M. & Wilkie, K. (Eds.), Challenging Research in Problem-based Learning: 69-80
dc.identifier.isbn0335215440
dc.identifier.urihttp://hdl.handle.net/2436/27594
dc.description.abstractThis 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.isoen
dc.publisherMaidenhead: Open University Press
dc.relation.urlhttp://www.mcgraw-hill.co.uk/html/0335215440.html
dc.subjectProblem based learning
dc.subjectPedagogy
dc.subjectHigher education
dc.titlePractising what we preach? Contradictions between pedagogy and practice in the move to problem-based learning
dc.title.alternativeChallenging Research in Problem-based Learning
dc.typeChapter in book
html.description.abstractThis 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.


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