学习型大学的问题型学习:一个实地的视角

IF 0.6 Q3 EDUCATION & EDUCATIONAL RESEARCH

Interdisciplinary Journal of Problem-Based Learning Pub Date : 2020-09-18 DOI:10.14434/ijpbl.v14i2.28791

Sylvia Heuchemer, Elena Martins, Birgit Szczyrba

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引用次数: 5

摘要

创新的教学理念，如基于问题的学习(PBL)可以在学术环境中发挥作用，特别是在处理多样性时，并支持学生成功完成学业。引进新的教学方法需要教学人员的专业化和新工具的开发。作为一个领域的观点，这篇文章描述了TH Köln -应用科学大学为引入PBL所采取的步骤，并讨论了在全校范围内实施PBL的经验和实践方面。它提供了从PBL理论在现实生活中的实际应用中吸取的经验教训。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Problem-Based Learning at a Learning University: A View from the Field

Innovative teaching concepts such as problem-based learning (PBL) can make a difference in an academic setting, particularly when dealing with diversity, and support the successful completion of students’ studies. Introducing new approaches to teaching requires the professionalization of the teaching staff and the development of new tools. As a view from the field, this contribution describes the steps taken at TH Köln - University of Applied Sciences to introduce PBL and discusses empirical and practical aspects of a university-wide implementation. It offers lessons learned from the practical application of PBL theories in a real-life setting.

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来源期刊

Interdisciplinary Journal of Problem-Based Learning EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

4.40

自引率

0.00%

发文量

审稿时长

32 weeks

期刊介绍： The Interdisciplinary Journal of Problem-based Learning (IJPBL) will be a global outlet for PBL scholarship, representing excellence in discovery and promoting transformative educational pedagogy. IJPBL will provide access to the most current research and practice related to PBL pedagogy, thus enhancing efforts of both PBL scholars and practitioners. The mission of IJPBL is to Publish rigorous research, representing a variety of disciplines, related to problem-based learning Engage key and emerging scholars in significant discussion of key issues facing PBL researchers and practitioners Provide up-to-date information to scholars and practitioners who are new to PBL research and pedagogy, enabling them to address current gaps in the literature and/or to transform current learning environments and practices.