Using interpretative meta-ethnography to explore the relationship between innovative approaches to learning and their influence on faculty understanding of teaching |
| |
| Authors: | Maggi Savin-Baden and Claire Howell Major |
| |
| Institution: | (1) Centre for the Study of Higher Education, Coventry University, Coventry , CV1 5FB, UK;(2) The University of Alabama, 315 Wilson Hall, 870302, Tuscaloosa, AL 35487, USA |
| |
| Abstract: | Faculty experiences of innovative approaches to learning and the changes to their knowledge emerging from such experiences
constitute an important area of inquiry that has to date largely been ignored or has been approached with research methods
ill-suited to examining such experiences. This paper adopts interpretative meta-ethnography as its research framework to investigate
the changes to faculty knowledge that occur when they adopt problem-based learning (PBL). The paper presents themes that emerged
through the analysis and argues for future inquiry.
|
| |
| Keywords: | Problem-based learning Interpretive research Meta-ethnography |
| 本文献已被 SpringerLink 等数据库收录！ |
