Problem-based learning : a catalyst for enabling and disabling disjunction prompting transitions in learner stances
This study demonstrates that while problem-based learning (PBL) may promote many of the abilities currently high on the agenda in British higher education in the 1990s, the wider implications of the implementation of PBL are more complex and far reaching. This multi site study was qualitative and po...
| Main Author: | |
|---|---|
| Published: |
University College London (University of London)
1996
|
| Subjects: | |
| Online Access: | http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.246495 |