LEADER 00000cam  2200577 i 4500 
001    on1153340564 
003    OCoLC 
005    20230812023049.0 
006    m     o  d         
007    cr ||||||||||| 
008    200424s2020    inu     ob    001 0 eng   
010      2020018919 
020    9781612495873|q(electronic book) 
020    1612495877|q(electronic book) 
020    1612495869|q(electronic book) 
020    9781612495866|q(electronic book) 
035    (OCoLC)1153340564 
037    22573/ctvs1pwvj|bJSTOR 
040    DLC|beng|erda|epn|cDLC|dOCLCO|dOCLCF|dP@U|dYDX|dEBLCP|dN$T
       |dJSTOR|dOCLCQ|dOCLCO|dK6U|dOCLCQ 
042    pcc 
049    CKEA 
050 04 LB1027.42|b.I58 2020 
082 00 378.1/7|223 
245 00 Interactional research into problem-based learning /
       |cedited by Susan M. Bridges and Rintaro Imafuku. 
264  1 West Lafayette, Indiana :|bPurdue University Press,
       |c[2020] 
300    1 online resource 
336    text|btxt|2rdacontent 
337    computer|bc|2rdamedia 
338    online resource|bcr|2rdacarrier 
347    data file|2rda 
504    Includes bibliographical references and index. 
505 0  Cover -- International Research Into Problem-Based 
       Learning -- Title -- Copyright -- Contents -- FOREWORD -- 
       EDITORS' INTRODUCTION Why Focus on Interactions in Problem
       -Based -- SECTION I Emic Perspectives of Problem-Based 
       Learning Dynamics Through Interactional Research -- 
       CHAPTER 1 Qualitative Research in Problem-Based Learning 
       in Health Sciences Education: A Review -- CHAPTER 2 
       Another Piece of the "Silence in PBL" Puzzle: Students' 
       Explanations of Dominance and Quietness as Complementary 
       Group Roles 
505 8  CHAPTER 3 A Framework for Problem-Based Learning: Teaching
       Mathematics With a Relational Problem-Based Pedagogy -- 
       CHAPTER 4 Facilitating Problem Framing in Project-Based 
       Learning -- CHAPTER 5 Collaborative Learning: Students' 
       Perspectives on How Learning Happens -- CHAPTER 6 Breaking
       the Ice: How Students Present Themselves to the Group in 
       an Interprofessional Problem-Based Learning Context -- 
       CHAPTER 7 Interactive Discourse in Interprofessional 
       Tutorial Groups: Dealing With Conflicting Views and 
       Meaning Construction 
505 8  CHAPTER 8 Are You Still With Us? Managing Mobile Phone Use
       and Group Interaction in Problem-Based Learning -- CHAPTER
       9 Students' Strategies for Managing Social Loafers in 
       Problem-Based Learning: Interactional Means of Dealing 
       With Unequal Participation in Group Work -- CHAPTER 10 How
       Can Screen Sharing Support Knowledge Coconstruction in 
       Technology-Enhanced Problem-Based Learning? -- SECTION II 
       New Theoretical Directions and Learning Designs for 
       Problem-Based Learning 
505 8  CHAPTER 11 The Impact of Transdisciplinary Threshold 
       Concepts on Student Engagement in Problem-Based Learning: 
       A Conceptual Synthesis -- CHAPTER 12 Toward Quality Online
       Problem-Based Learning -- CLOSING COMMENTARY Observations 
       from the Outside: Fledgling Researchers' Perspectives -- 
       ABOUT THE EDITORS AND CONTRIBUTORS -- INDEX 
520    "Problem-based learning (PBL) has been deployed as a 
       student-centered instructional approach and curriculum 
       design in a wide range of academic fields across the 
       world. The majority of educational research to date has 
       focused on knowledge-based outcomes addressing why PBL is 
       useful. Researchers of PBL are developing a growing 
       interest in qualitative research with a process-driven 
       orientation to examining learning interactions. It is 
       essential to broaden this research base so as to support 
       PBL designs and approaches to leading students into higher
       -order thinking and a deeper approach to learning. 
       Interactional Research Into Problem-Based Learning 
       explores how students learn in an inquiry-led approach 
       such as PBL. Included are studies that focus on learning 
       in situ and go beyond measuring the outcomes of PBL. The 
       goal is to further expand the PBL research base of 
       qualitative investigations examining the social dimension 
       and lived experience of teaching and learning within the 
       PBL process. A second aim of this volume is to shed light 
       on the methodological aspects of researching PBL, adding 
       new perspectives to the current trends in qualitative 
       studies on PBL. Chapters cover ethnographic approaches to 
       video analysis, introspective protocols such as stimulated
       recall, and longitudinal qualitative studies using 
       discourse-based analytic approaches. Specifically, this 
       book will further contribute to the current educational 
       research both theoretically and empirically in the 
       following key areas: students' learning processes in PBL 
       over time and across contexts; the nature of quality 
       interactions in PBL tutorials; the (inter)cultural aspects
       of learning in PBL; facilitation processes and group 
       dynamics in synchronous and asynchronous face-to-face and 
       blended PBL; and the developing nature of PBL learner 
       identity"--|cProvided by publisher 
588 0  Online resource; title from digital title page (viewed on 
       August 05, 2020). 
650  0 Problem-based learning|xResearch. 
650  0 Interaction analysis in education|xResearch. 
650  0 Student-centered learning|xResearch. 
650  7 EDUCATION|xDecision-Making & Problem Solving.|2bisacsh 
650  7 Interaction analysis in education|xResearch.|2fast
       |0(OCoLC)fst00975977 
700 1  Bridges, Susan M.,|d1961-|eeditor. 
700 1  Imafuku, Rintaro,|d1979-|eeditor. 
776 08 |iPrint version:|tInteractional research into problem-
       based learning.|dWest Lafayette, Indiana : Purdue 
       University Press, [2020]|z9781557538048|w(DLC)  2020018918
914    on1153340564 
947    MARCIVE Processed 2023/11/09 
994    92|bCKE