000			03738cam a22004934a 4500
001			musev2_77207
003			MdBmJHUP
005			20240815120832.0
006			m o d
007			cr||||||||nn|n
008			200424s2020 inu o 00 0 eng d
010			_z 2020018919
020			_a9781612495873
020			_z9781612495866
020			_z9781557538048
035			_a(OCoLC)1153340564
040			_aMdBmJHUP _cMdBmJHUP
050	0	4	_aLB1027.42
082	0		_a378.1/7 _223
245	0	0	_aInteractional Research Into Problem-Based Learning / _cEdited by Susan M. Bridges and Rintaro Imafuku.
264		1	_aWest Lafayette, Indiana : _bPurdue University Press, _c[2020]
264		3	_aBaltimore, Md. : _bProject MUSE, _c2020
264		4	_c©[2020]
300			_a1 online resource (440 pages).
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _bcr _2rdacarrier
504			_aIncludes bibliographical references and index.
506	0		_aOpen Access _fUnrestricted online access _2star
520			_a"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			_aDescription based on print version record.
650		0	_aStudent-centered learning _xResearch.
650		0	_aInteraction analysis in education _xResearch.
650		0	_aProblem-based learning _xResearch.
655		7	_aElectronic books. _2local
700	1		_aImafuku, Rintaro, _d1979- _eeditor.
700	1		_aBridges, Susan M., _d1961- _eeditor.
776	1	8	_iPrint version: _tInteractional research into problem-based learning _dWest Lafayette, Indiana : Purdue University Press, [2020] _z9781557538048 _w(DLC) 2020018918
710	2		_aProject Muse. _edistributor
830		0	_aBook collections on Project MUSE.
856	4	0	_zFull text available: _uhttps://muse.jhu.edu/book/77207/
945			_aProject MUSE - 2020 Complete
945			_aProject MUSE - 2020 Higher Education
999			_c234310 _d234309