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You searched for subject:(Problem based learning). Showing records 1 – 30 of 353 total matches.

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University of South Africa

1. Moyo, Innocent. An investigation into the factors impacting on the selection and adoption of constructivist teaching methods by mathematics teachers in selected Gauteng urban schools .

Degree: 2014, University of South Africa

 Constructivist teaching strategies are undeniably accepted as effective in achieving the desired educational goals of constructing knowledge through active and creative inquiry. Inasmuch as teachers… (more)

Subjects/Keywords: Constructivism; Problem solving; Problem centred learning; Problem based learning; Problem based learning; Learning; Teaching methods

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APA (6th Edition):

Moyo, I. (2014). An investigation into the factors impacting on the selection and adoption of constructivist teaching methods by mathematics teachers in selected Gauteng urban schools . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/14194

Chicago Manual of Style (16th Edition):

Moyo, Innocent. “An investigation into the factors impacting on the selection and adoption of constructivist teaching methods by mathematics teachers in selected Gauteng urban schools .” 2014. Masters Thesis, University of South Africa. Accessed February 22, 2020. http://hdl.handle.net/10500/14194.

MLA Handbook (7th Edition):

Moyo, Innocent. “An investigation into the factors impacting on the selection and adoption of constructivist teaching methods by mathematics teachers in selected Gauteng urban schools .” 2014. Web. 22 Feb 2020.

Vancouver:

Moyo I. An investigation into the factors impacting on the selection and adoption of constructivist teaching methods by mathematics teachers in selected Gauteng urban schools . [Internet] [Masters thesis]. University of South Africa; 2014. [cited 2020 Feb 22]. Available from: http://hdl.handle.net/10500/14194.

Council of Science Editors:

Moyo I. An investigation into the factors impacting on the selection and adoption of constructivist teaching methods by mathematics teachers in selected Gauteng urban schools . [Masters Thesis]. University of South Africa; 2014. Available from: http://hdl.handle.net/10500/14194


Texas A&M University

2. Seifert, Kathryn A. The Impact of a Metacognitive Reflection Component in a Problem-Based Learning Unit.

Degree: 2010, Texas A&M University

 This mixed methods dissertation explores the impact of metacognitive support (reflective journal entries and a think-aloud exercise) in a PBL (problem-based learning) unit. While students… (more)

Subjects/Keywords: Problem-Based Learning; Metacognition; Reflection

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APA (6th Edition):

Seifert, K. A. (2010). The Impact of a Metacognitive Reflection Component in a Problem-Based Learning Unit. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2008-08-30

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Seifert, Kathryn A. “The Impact of a Metacognitive Reflection Component in a Problem-Based Learning Unit.” 2010. Thesis, Texas A&M University. Accessed February 22, 2020. http://hdl.handle.net/1969.1/ETD-TAMU-2008-08-30.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Seifert, Kathryn A. “The Impact of a Metacognitive Reflection Component in a Problem-Based Learning Unit.” 2010. Web. 22 Feb 2020.

Vancouver:

Seifert KA. The Impact of a Metacognitive Reflection Component in a Problem-Based Learning Unit. [Internet] [Thesis]. Texas A&M University; 2010. [cited 2020 Feb 22]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2008-08-30.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Seifert KA. The Impact of a Metacognitive Reflection Component in a Problem-Based Learning Unit. [Thesis]. Texas A&M University; 2010. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2008-08-30

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Central Connecticut State University

3. Dziekan, Thomas E., 1982-. The Effects of Problem Solving Learning on Proficiency Testing.

Degree: Department of Mathematical Sciences, 2013, Central Connecticut State University

Solving problems is the primary focus of mathematics instruction. Solving verbal problems presents situations to students that are troublesome and difficult. The major aim of… (more)

Subjects/Keywords: Problem-based learning.; Mathematical ability.

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APA (6th Edition):

Dziekan, Thomas E., 1. (2013). The Effects of Problem Solving Learning on Proficiency Testing. (Thesis). Central Connecticut State University. Retrieved from http://content.library.ccsu.edu/u?/ccsutheses,1918

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Dziekan, Thomas E., 1982-. “The Effects of Problem Solving Learning on Proficiency Testing.” 2013. Thesis, Central Connecticut State University. Accessed February 22, 2020. http://content.library.ccsu.edu/u?/ccsutheses,1918.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Dziekan, Thomas E., 1982-. “The Effects of Problem Solving Learning on Proficiency Testing.” 2013. Web. 22 Feb 2020.

Vancouver:

Dziekan, Thomas E. 1. The Effects of Problem Solving Learning on Proficiency Testing. [Internet] [Thesis]. Central Connecticut State University; 2013. [cited 2020 Feb 22]. Available from: http://content.library.ccsu.edu/u?/ccsutheses,1918.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Dziekan, Thomas E. 1. The Effects of Problem Solving Learning on Proficiency Testing. [Thesis]. Central Connecticut State University; 2013. Available from: http://content.library.ccsu.edu/u?/ccsutheses,1918

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of North Texas

4. Alharbi, Najwa. The Effectiveness of Hybrid Problem-Based Learning versus Manual-Based Learning in the Microbiology Laboratory.

Degree: 2017, University of North Texas

 Promising results from the use of problem-based learning (PBL) as a teaching method in medical programs have encouraged many institutions to incorporate PBL into their… (more)

Subjects/Keywords: hybrid problem based-learning

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APA (6th Edition):

Alharbi, N. (2017). The Effectiveness of Hybrid Problem-Based Learning versus Manual-Based Learning in the Microbiology Laboratory. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc984143/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Alharbi, Najwa. “The Effectiveness of Hybrid Problem-Based Learning versus Manual-Based Learning in the Microbiology Laboratory.” 2017. Thesis, University of North Texas. Accessed February 22, 2020. https://digital.library.unt.edu/ark:/67531/metadc984143/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Alharbi, Najwa. “The Effectiveness of Hybrid Problem-Based Learning versus Manual-Based Learning in the Microbiology Laboratory.” 2017. Web. 22 Feb 2020.

Vancouver:

Alharbi N. The Effectiveness of Hybrid Problem-Based Learning versus Manual-Based Learning in the Microbiology Laboratory. [Internet] [Thesis]. University of North Texas; 2017. [cited 2020 Feb 22]. Available from: https://digital.library.unt.edu/ark:/67531/metadc984143/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Alharbi N. The Effectiveness of Hybrid Problem-Based Learning versus Manual-Based Learning in the Microbiology Laboratory. [Thesis]. University of North Texas; 2017. Available from: https://digital.library.unt.edu/ark:/67531/metadc984143/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Georgia

5. Stec, Thomas Lynn. Group process in the context of a problem-based learning curriculum.

Degree: EdD, Higher Education, 2004, University of Georgia

 The purpose of this study was to examine the problem-based learning (PBL) group process of students in a master's level physical therapy PBL curriculum. The… (more)

Subjects/Keywords: Problem-based Learning

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APA (6th Edition):

Stec, T. L. (2004). Group process in the context of a problem-based learning curriculum. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/stec_thomas_l_200412_edd

Chicago Manual of Style (16th Edition):

Stec, Thomas Lynn. “Group process in the context of a problem-based learning curriculum.” 2004. Doctoral Dissertation, University of Georgia. Accessed February 22, 2020. http://purl.galileo.usg.edu/uga_etd/stec_thomas_l_200412_edd.

MLA Handbook (7th Edition):

Stec, Thomas Lynn. “Group process in the context of a problem-based learning curriculum.” 2004. Web. 22 Feb 2020.

Vancouver:

Stec TL. Group process in the context of a problem-based learning curriculum. [Internet] [Doctoral dissertation]. University of Georgia; 2004. [cited 2020 Feb 22]. Available from: http://purl.galileo.usg.edu/uga_etd/stec_thomas_l_200412_edd.

Council of Science Editors:

Stec TL. Group process in the context of a problem-based learning curriculum. [Doctoral Dissertation]. University of Georgia; 2004. Available from: http://purl.galileo.usg.edu/uga_etd/stec_thomas_l_200412_edd


University of Hong Kong

6. Jin, Jun. Silence in small group interactions for problem-based learning at an English-medium university in Asia.

Degree: PhD, 2012, University of Hong Kong

 Silence has been identified as a defining characteristic of Asian students in second language contexts. Recent qualitative studies in this area indicate that taking this… (more)

Subjects/Keywords: Silence.; Problem-based learning - China - Hong Kong.

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APA (6th Edition):

Jin, J. (2012). Silence in small group interactions for problem-based learning at an English-medium university in Asia. (Doctoral Dissertation). University of Hong Kong. Retrieved from Jin, J. [金珺]. (2012). Silence in small group interactions for problem-based learning at an English-medium university in Asia. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4832988 ; http://dx.doi.org/10.5353/th_b4832988 ; http://hdl.handle.net/10722/173960

Chicago Manual of Style (16th Edition):

Jin, Jun. “Silence in small group interactions for problem-based learning at an English-medium university in Asia.” 2012. Doctoral Dissertation, University of Hong Kong. Accessed February 22, 2020. Jin, J. [金珺]. (2012). Silence in small group interactions for problem-based learning at an English-medium university in Asia. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4832988 ; http://dx.doi.org/10.5353/th_b4832988 ; http://hdl.handle.net/10722/173960.

MLA Handbook (7th Edition):

Jin, Jun. “Silence in small group interactions for problem-based learning at an English-medium university in Asia.” 2012. Web. 22 Feb 2020.

Vancouver:

Jin J. Silence in small group interactions for problem-based learning at an English-medium university in Asia. [Internet] [Doctoral dissertation]. University of Hong Kong; 2012. [cited 2020 Feb 22]. Available from: Jin, J. [金珺]. (2012). Silence in small group interactions for problem-based learning at an English-medium university in Asia. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4832988 ; http://dx.doi.org/10.5353/th_b4832988 ; http://hdl.handle.net/10722/173960.

Council of Science Editors:

Jin J. Silence in small group interactions for problem-based learning at an English-medium university in Asia. [Doctoral Dissertation]. University of Hong Kong; 2012. Available from: Jin, J. [金珺]. (2012). Silence in small group interactions for problem-based learning at an English-medium university in Asia. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4832988 ; http://dx.doi.org/10.5353/th_b4832988 ; http://hdl.handle.net/10722/173960


RMIT University

7. Nguyen, D. Study of the implementation of a problem-based learning approach in university classes in Vietnam.

Degree: 2009, RMIT University

 In a period of significant global scientific and technological change tertiary students need to be more adequately prepared to effectively integrate into the competitive working… (more)

Subjects/Keywords: Fields of Research; Problem-based learning  – Vietnam

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APA (6th Edition):

Nguyen, D. (2009). Study of the implementation of a problem-based learning approach in university classes in Vietnam. (Thesis). RMIT University. Retrieved from http://researchbank.rmit.edu.au/view/rmit:6757

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Nguyen, D. “Study of the implementation of a problem-based learning approach in university classes in Vietnam.” 2009. Thesis, RMIT University. Accessed February 22, 2020. http://researchbank.rmit.edu.au/view/rmit:6757.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Nguyen, D. “Study of the implementation of a problem-based learning approach in university classes in Vietnam.” 2009. Web. 22 Feb 2020.

Vancouver:

Nguyen D. Study of the implementation of a problem-based learning approach in university classes in Vietnam. [Internet] [Thesis]. RMIT University; 2009. [cited 2020 Feb 22]. Available from: http://researchbank.rmit.edu.au/view/rmit:6757.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Nguyen D. Study of the implementation of a problem-based learning approach in university classes in Vietnam. [Thesis]. RMIT University; 2009. Available from: http://researchbank.rmit.edu.au/view/rmit:6757

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


California State University – Sacramento

8. Tanaleon, Charity M. Integrated collaborative mathematics.

Degree: MA, Education (Curriculum and Instruction, 2010, California State University – Sacramento

 Current mathematical instructional practices remain unchanged, allowing educational practices and curriculum to remain shallow, undemanding and diffuse in content coverage (National Research Council, 2001). The… (more)

Subjects/Keywords: Problem based learning; PBL; Mathematics project

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APA (6th Edition):

Tanaleon, C. M. (2010). Integrated collaborative mathematics. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.9/537

Chicago Manual of Style (16th Edition):

Tanaleon, Charity M. “Integrated collaborative mathematics.” 2010. Masters Thesis, California State University – Sacramento. Accessed February 22, 2020. http://hdl.handle.net/10211.9/537.

MLA Handbook (7th Edition):

Tanaleon, Charity M. “Integrated collaborative mathematics.” 2010. Web. 22 Feb 2020.

Vancouver:

Tanaleon CM. Integrated collaborative mathematics. [Internet] [Masters thesis]. California State University – Sacramento; 2010. [cited 2020 Feb 22]. Available from: http://hdl.handle.net/10211.9/537.

Council of Science Editors:

Tanaleon CM. Integrated collaborative mathematics. [Masters Thesis]. California State University – Sacramento; 2010. Available from: http://hdl.handle.net/10211.9/537


Penn State University

9. Mathie, Bethany L. Student Perceptions of Real World Applications Incorporated into Horticulture Curricula.

Degree: MS, Horticulture, 2008, Penn State University

 Horticulture students are better able to demonstrate their abilities later in their employment if they are provided with the opportunity to develop real world skills… (more)

Subjects/Keywords: problem based learning; real world activities

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APA (6th Edition):

Mathie, B. L. (2008). Student Perceptions of Real World Applications Incorporated into Horticulture Curricula. (Masters Thesis). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/8662

Chicago Manual of Style (16th Edition):

Mathie, Bethany L. “Student Perceptions of Real World Applications Incorporated into Horticulture Curricula.” 2008. Masters Thesis, Penn State University. Accessed February 22, 2020. https://etda.libraries.psu.edu/catalog/8662.

MLA Handbook (7th Edition):

Mathie, Bethany L. “Student Perceptions of Real World Applications Incorporated into Horticulture Curricula.” 2008. Web. 22 Feb 2020.

Vancouver:

Mathie BL. Student Perceptions of Real World Applications Incorporated into Horticulture Curricula. [Internet] [Masters thesis]. Penn State University; 2008. [cited 2020 Feb 22]. Available from: https://etda.libraries.psu.edu/catalog/8662.

Council of Science Editors:

Mathie BL. Student Perceptions of Real World Applications Incorporated into Horticulture Curricula. [Masters Thesis]. Penn State University; 2008. Available from: https://etda.libraries.psu.edu/catalog/8662


Penn State University

10. Shoop, Glenda H. The Effects of Using Concept Mapping as an Artifact to Engender Metacognitive Thinking in First-year Medical Students’ Problem-based Learning Discussions: A Mixed-methods Investigation.

Degree: PhD, Instructional Systems, 2012, Penn State University

 Attention in medical education is turning toward instruction that not only focuses on knowledge acquisition, but on developing the medical students’ clinical problem-solving skills, and… (more)

Subjects/Keywords: Metacognition; concept mapping; problem-based learning

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APA (6th Edition):

Shoop, G. H. (2012). The Effects of Using Concept Mapping as an Artifact to Engender Metacognitive Thinking in First-year Medical Students’ Problem-based Learning Discussions: A Mixed-methods Investigation. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/15192

Chicago Manual of Style (16th Edition):

Shoop, Glenda H. “The Effects of Using Concept Mapping as an Artifact to Engender Metacognitive Thinking in First-year Medical Students’ Problem-based Learning Discussions: A Mixed-methods Investigation.” 2012. Doctoral Dissertation, Penn State University. Accessed February 22, 2020. https://etda.libraries.psu.edu/catalog/15192.

MLA Handbook (7th Edition):

Shoop, Glenda H. “The Effects of Using Concept Mapping as an Artifact to Engender Metacognitive Thinking in First-year Medical Students’ Problem-based Learning Discussions: A Mixed-methods Investigation.” 2012. Web. 22 Feb 2020.

Vancouver:

Shoop GH. The Effects of Using Concept Mapping as an Artifact to Engender Metacognitive Thinking in First-year Medical Students’ Problem-based Learning Discussions: A Mixed-methods Investigation. [Internet] [Doctoral dissertation]. Penn State University; 2012. [cited 2020 Feb 22]. Available from: https://etda.libraries.psu.edu/catalog/15192.

Council of Science Editors:

Shoop GH. The Effects of Using Concept Mapping as an Artifact to Engender Metacognitive Thinking in First-year Medical Students’ Problem-based Learning Discussions: A Mixed-methods Investigation. [Doctoral Dissertation]. Penn State University; 2012. Available from: https://etda.libraries.psu.edu/catalog/15192


Universidade do Rio Grande do Norte

11. Freire, Tahiana Martins. Problem based learning: a percepção dos discentes acerca das competências desenvolvidas na disciplina de controladoria empresarial na Universidade Federal do Rio Grande do Norte .

Degree: 2017, Universidade do Rio Grande do Norte

 The traditional teaching method, in which the student is a passive agent in the learning process, becomes lagged behind an increasingly demanding professional field of… (more)

Subjects/Keywords: Problem based learning; Contabilidade; Controladoria; Competências

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APA (6th Edition):

Freire, T. M. (2017). Problem based learning: a percepção dos discentes acerca das competências desenvolvidas na disciplina de controladoria empresarial na Universidade Federal do Rio Grande do Norte . (Masters Thesis). Universidade do Rio Grande do Norte. Retrieved from http://repositorio.ufrn.br/handle/123456789/23638

Chicago Manual of Style (16th Edition):

Freire, Tahiana Martins. “Problem based learning: a percepção dos discentes acerca das competências desenvolvidas na disciplina de controladoria empresarial na Universidade Federal do Rio Grande do Norte .” 2017. Masters Thesis, Universidade do Rio Grande do Norte. Accessed February 22, 2020. http://repositorio.ufrn.br/handle/123456789/23638.

MLA Handbook (7th Edition):

Freire, Tahiana Martins. “Problem based learning: a percepção dos discentes acerca das competências desenvolvidas na disciplina de controladoria empresarial na Universidade Federal do Rio Grande do Norte .” 2017. Web. 22 Feb 2020.

Vancouver:

Freire TM. Problem based learning: a percepção dos discentes acerca das competências desenvolvidas na disciplina de controladoria empresarial na Universidade Federal do Rio Grande do Norte . [Internet] [Masters thesis]. Universidade do Rio Grande do Norte; 2017. [cited 2020 Feb 22]. Available from: http://repositorio.ufrn.br/handle/123456789/23638.

Council of Science Editors:

Freire TM. Problem based learning: a percepção dos discentes acerca das competências desenvolvidas na disciplina de controladoria empresarial na Universidade Federal do Rio Grande do Norte . [Masters Thesis]. Universidade do Rio Grande do Norte; 2017. Available from: http://repositorio.ufrn.br/handle/123456789/23638


Virginia Tech

12. Hunter, Deirdre-Annaliese Nicole. Implementing Problem-based Learning in Introductory Engineering Courses: A Qualitative Investigation of Facilitation Strategies.

Degree: PhD, Engineering Education, 2015, Virginia Tech

 Increasing pressure to transform teaching and learning of engineering is supported by mounting research evidence for the value of learner-centered pedagogies. Despite this evidence, engineering… (more)

Subjects/Keywords: problem-based learning; facilitation; introductory engineering

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APA (6th Edition):

Hunter, D. N. (2015). Implementing Problem-based Learning in Introductory Engineering Courses: A Qualitative Investigation of Facilitation Strategies. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/56569

Chicago Manual of Style (16th Edition):

Hunter, Deirdre-Annaliese Nicole. “Implementing Problem-based Learning in Introductory Engineering Courses: A Qualitative Investigation of Facilitation Strategies.” 2015. Doctoral Dissertation, Virginia Tech. Accessed February 22, 2020. http://hdl.handle.net/10919/56569.

MLA Handbook (7th Edition):

Hunter, Deirdre-Annaliese Nicole. “Implementing Problem-based Learning in Introductory Engineering Courses: A Qualitative Investigation of Facilitation Strategies.” 2015. Web. 22 Feb 2020.

Vancouver:

Hunter DN. Implementing Problem-based Learning in Introductory Engineering Courses: A Qualitative Investigation of Facilitation Strategies. [Internet] [Doctoral dissertation]. Virginia Tech; 2015. [cited 2020 Feb 22]. Available from: http://hdl.handle.net/10919/56569.

Council of Science Editors:

Hunter DN. Implementing Problem-based Learning in Introductory Engineering Courses: A Qualitative Investigation of Facilitation Strategies. [Doctoral Dissertation]. Virginia Tech; 2015. Available from: http://hdl.handle.net/10919/56569


University of Adelaide

13. Murray, Anne-Marie. Personal epistemology and approaches to learning in medicine: a case study of second-year medical students.

Degree: 2013, University of Adelaide

 Personal epistemology addresses "the theories and beliefs that individuals hold about knowledge and knowing and the way in which such epistemological perspectives are related to… (more)

Subjects/Keywords: personal epistemology; medical students; problem-based learning

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APA (6th Edition):

Murray, A. (2013). Personal epistemology and approaches to learning in medicine: a case study of second-year medical students. (Thesis). University of Adelaide. Retrieved from http://hdl.handle.net/2440/83852

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Murray, Anne-Marie. “Personal epistemology and approaches to learning in medicine: a case study of second-year medical students.” 2013. Thesis, University of Adelaide. Accessed February 22, 2020. http://hdl.handle.net/2440/83852.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Murray, Anne-Marie. “Personal epistemology and approaches to learning in medicine: a case study of second-year medical students.” 2013. Web. 22 Feb 2020.

Vancouver:

Murray A. Personal epistemology and approaches to learning in medicine: a case study of second-year medical students. [Internet] [Thesis]. University of Adelaide; 2013. [cited 2020 Feb 22]. Available from: http://hdl.handle.net/2440/83852.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Murray A. Personal epistemology and approaches to learning in medicine: a case study of second-year medical students. [Thesis]. University of Adelaide; 2013. Available from: http://hdl.handle.net/2440/83852

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


SUNY College at Brockport

14. Cavalli, Alexa C. Teaching Nutrition and Health in the Urban-Science Classroom A Blended-Approach to Culturally Relevant, and Problem Based Learning.

Degree: MSEd, Education and Human Development, 2014, SUNY College at Brockport

  Education has been seen as the means for all young people to receive equal opportunities, however our current system of education does not currently… (more)

Subjects/Keywords: Culturally Relevant; Nutrition; Problem Based Learning; Education

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APA (6th Edition):

Cavalli, A. C. (2014). Teaching Nutrition and Health in the Urban-Science Classroom A Blended-Approach to Culturally Relevant, and Problem Based Learning. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/545

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Cavalli, Alexa C. “Teaching Nutrition and Health in the Urban-Science Classroom A Blended-Approach to Culturally Relevant, and Problem Based Learning.” 2014. Thesis, SUNY College at Brockport. Accessed February 22, 2020. https://digitalcommons.brockport.edu/ehd_theses/545.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Cavalli, Alexa C. “Teaching Nutrition and Health in the Urban-Science Classroom A Blended-Approach to Culturally Relevant, and Problem Based Learning.” 2014. Web. 22 Feb 2020.

Vancouver:

Cavalli AC. Teaching Nutrition and Health in the Urban-Science Classroom A Blended-Approach to Culturally Relevant, and Problem Based Learning. [Internet] [Thesis]. SUNY College at Brockport; 2014. [cited 2020 Feb 22]. Available from: https://digitalcommons.brockport.edu/ehd_theses/545.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Cavalli AC. Teaching Nutrition and Health in the Urban-Science Classroom A Blended-Approach to Culturally Relevant, and Problem Based Learning. [Thesis]. SUNY College at Brockport; 2014. Available from: https://digitalcommons.brockport.edu/ehd_theses/545

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of New South Wales

15. Lonergan, Robyn. Problem-Based Learning: Does it have a place in diverse middle-school science classrooms?.

Degree: Education, 2018, University of New South Wales

 Research in higher education indicates that problem-based learning (PBL) is successful in achieving goals of deeper learning, increased facility in authentic problem-based scientific inquiry, the… (more)

Subjects/Keywords: diverse classrooms; problem-based learning; middle school

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APA (6th Edition):

Lonergan, R. (2018). Problem-Based Learning: Does it have a place in diverse middle-school science classrooms?. (Doctoral Dissertation). University of New South Wales. Retrieved from http://handle.unsw.edu.au/1959.4/60416 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:52146/SOURCE02?view=true

Chicago Manual of Style (16th Edition):

Lonergan, Robyn. “Problem-Based Learning: Does it have a place in diverse middle-school science classrooms?.” 2018. Doctoral Dissertation, University of New South Wales. Accessed February 22, 2020. http://handle.unsw.edu.au/1959.4/60416 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:52146/SOURCE02?view=true.

MLA Handbook (7th Edition):

Lonergan, Robyn. “Problem-Based Learning: Does it have a place in diverse middle-school science classrooms?.” 2018. Web. 22 Feb 2020.

Vancouver:

Lonergan R. Problem-Based Learning: Does it have a place in diverse middle-school science classrooms?. [Internet] [Doctoral dissertation]. University of New South Wales; 2018. [cited 2020 Feb 22]. Available from: http://handle.unsw.edu.au/1959.4/60416 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:52146/SOURCE02?view=true.

Council of Science Editors:

Lonergan R. Problem-Based Learning: Does it have a place in diverse middle-school science classrooms?. [Doctoral Dissertation]. University of New South Wales; 2018. Available from: http://handle.unsw.edu.au/1959.4/60416 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:52146/SOURCE02?view=true


Rutgers University

16. Manente, Christopher James, 1983-. Is collaboration a necessary component of problem-based learning?.

Degree: Education, 2014, Rutgers University

Subjects/Keywords: Problem-based learning

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APA (6th Edition):

Manente, Christopher James, 1. (2014). Is collaboration a necessary component of problem-based learning?. (Thesis). Rutgers University. Retrieved from https://rucore.libraries.rutgers.edu/rutgers-lib/44171/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Manente, Christopher James, 1983-. “Is collaboration a necessary component of problem-based learning?.” 2014. Thesis, Rutgers University. Accessed February 22, 2020. https://rucore.libraries.rutgers.edu/rutgers-lib/44171/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Manente, Christopher James, 1983-. “Is collaboration a necessary component of problem-based learning?.” 2014. Web. 22 Feb 2020.

Vancouver:

Manente, Christopher James 1. Is collaboration a necessary component of problem-based learning?. [Internet] [Thesis]. Rutgers University; 2014. [cited 2020 Feb 22]. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/44171/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Manente, Christopher James 1. Is collaboration a necessary component of problem-based learning?. [Thesis]. Rutgers University; 2014. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/44171/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Boston University

17. Huntsman, Christopher. Chest pain and acute coronary syndrome interactive teaching case: assessment of methodology and achievement of course objectives.

Degree: MS, Physician Assistant Program, 2016, Boston University

 BACKGROUND: Problem-based learning (PBL) is a pedagogy commonly used in medical education which utilizes small discussion groups led by a facilitator to learn by discussing… (more)

Subjects/Keywords: Education; Physician Assistant; Lecture-based learning; Medical education; Problem-based learning

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APA (6th Edition):

Huntsman, C. (2016). Chest pain and acute coronary syndrome interactive teaching case: assessment of methodology and achievement of course objectives. (Masters Thesis). Boston University. Retrieved from http://hdl.handle.net/2144/19188

Chicago Manual of Style (16th Edition):

Huntsman, Christopher. “Chest pain and acute coronary syndrome interactive teaching case: assessment of methodology and achievement of course objectives.” 2016. Masters Thesis, Boston University. Accessed February 22, 2020. http://hdl.handle.net/2144/19188.

MLA Handbook (7th Edition):

Huntsman, Christopher. “Chest pain and acute coronary syndrome interactive teaching case: assessment of methodology and achievement of course objectives.” 2016. Web. 22 Feb 2020.

Vancouver:

Huntsman C. Chest pain and acute coronary syndrome interactive teaching case: assessment of methodology and achievement of course objectives. [Internet] [Masters thesis]. Boston University; 2016. [cited 2020 Feb 22]. Available from: http://hdl.handle.net/2144/19188.

Council of Science Editors:

Huntsman C. Chest pain and acute coronary syndrome interactive teaching case: assessment of methodology and achievement of course objectives. [Masters Thesis]. Boston University; 2016. Available from: http://hdl.handle.net/2144/19188


Georgia State University

18. Almasoudi, Bandar M. Problem-Based Learning as a Teaching Method Versus Lecture-Based Teaching in Respiratory Therapy Education.

Degree: MS, Respiratory Therapy, 2012, Georgia State University

  ABSTRACT BACKGROUND: Although Problem-based learning (PBL) approach is a common teaching technique in medical education, its use in the field of respiratory therapy is… (more)

Subjects/Keywords: problem based learning; Respiratory Therapy Education; Lecture-Based Learning; Traditional Education

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APA (6th Edition):

Almasoudi, B. M. (2012). Problem-Based Learning as a Teaching Method Versus Lecture-Based Teaching in Respiratory Therapy Education. (Thesis). Georgia State University. Retrieved from https://scholarworks.gsu.edu/rt_theses/13

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Almasoudi, Bandar M. “Problem-Based Learning as a Teaching Method Versus Lecture-Based Teaching in Respiratory Therapy Education.” 2012. Thesis, Georgia State University. Accessed February 22, 2020. https://scholarworks.gsu.edu/rt_theses/13.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Almasoudi, Bandar M. “Problem-Based Learning as a Teaching Method Versus Lecture-Based Teaching in Respiratory Therapy Education.” 2012. Web. 22 Feb 2020.

Vancouver:

Almasoudi BM. Problem-Based Learning as a Teaching Method Versus Lecture-Based Teaching in Respiratory Therapy Education. [Internet] [Thesis]. Georgia State University; 2012. [cited 2020 Feb 22]. Available from: https://scholarworks.gsu.edu/rt_theses/13.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Almasoudi BM. Problem-Based Learning as a Teaching Method Versus Lecture-Based Teaching in Respiratory Therapy Education. [Thesis]. Georgia State University; 2012. Available from: https://scholarworks.gsu.edu/rt_theses/13

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


SUNY College at Brockport

19. Wharram-Santillo, Miranda. Physics Curriculum using Project Based Learning.

Degree: MSEd, Education and Human Development, 2018, SUNY College at Brockport

  This curriculum is a series of projects making up a project based learning physics curriculum. Each project will consist of a scenario or experience… (more)

Subjects/Keywords: Project Based Learning; Problem Based Learning; Physics; Curriculum; Education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Wharram-Santillo, M. (2018). Physics Curriculum using Project Based Learning. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/1208

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Wharram-Santillo, Miranda. “Physics Curriculum using Project Based Learning.” 2018. Thesis, SUNY College at Brockport. Accessed February 22, 2020. https://digitalcommons.brockport.edu/ehd_theses/1208.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Wharram-Santillo, Miranda. “Physics Curriculum using Project Based Learning.” 2018. Web. 22 Feb 2020.

Vancouver:

Wharram-Santillo M. Physics Curriculum using Project Based Learning. [Internet] [Thesis]. SUNY College at Brockport; 2018. [cited 2020 Feb 22]. Available from: https://digitalcommons.brockport.edu/ehd_theses/1208.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Wharram-Santillo M. Physics Curriculum using Project Based Learning. [Thesis]. SUNY College at Brockport; 2018. Available from: https://digitalcommons.brockport.edu/ehd_theses/1208

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of South Africa

20. Letshwene, M. J. (M. Jacobine), 1976-. Improving Grade 10 accounting teachers' competencies in the Ekurhuleni District of the Gauteng Province .

Degree: 2014, University of South Africa

 The aim of the study was to investigate strategies that could be used to equip Grade 10 teachers to teach accounting effectively. The aim was… (more)

Subjects/Keywords: Project-based learning; Problem-based learning; Self-directed learning; Cooperative learning and competencies

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APA (6th Edition):

Letshwene, M. J. (M. Jacobine), 1. (2014). Improving Grade 10 accounting teachers' competencies in the Ekurhuleni District of the Gauteng Province . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/19029

Chicago Manual of Style (16th Edition):

Letshwene, M. J. (M. Jacobine), 1976-. “Improving Grade 10 accounting teachers' competencies in the Ekurhuleni District of the Gauteng Province .” 2014. Masters Thesis, University of South Africa. Accessed February 22, 2020. http://hdl.handle.net/10500/19029.

MLA Handbook (7th Edition):

Letshwene, M. J. (M. Jacobine), 1976-. “Improving Grade 10 accounting teachers' competencies in the Ekurhuleni District of the Gauteng Province .” 2014. Web. 22 Feb 2020.

Vancouver:

Letshwene, M. J. (M. Jacobine) 1. Improving Grade 10 accounting teachers' competencies in the Ekurhuleni District of the Gauteng Province . [Internet] [Masters thesis]. University of South Africa; 2014. [cited 2020 Feb 22]. Available from: http://hdl.handle.net/10500/19029.

Council of Science Editors:

Letshwene, M. J. (M. Jacobine) 1. Improving Grade 10 accounting teachers' competencies in the Ekurhuleni District of the Gauteng Province . [Masters Thesis]. University of South Africa; 2014. Available from: http://hdl.handle.net/10500/19029


Rochester Institute of Technology

21. Amissah, Peter Alex Kow. Advantages and Challenges of Online Project Based Learning.

Degree: School of Media Sciences (CET), 2019, Rochester Institute of Technology

  The purpose of this research is to outline the advantages and challenges of online project-based learning. Becoming knowledgeable about online project-based learning (PBL) is… (more)

Subjects/Keywords: Online PBL; Online learning; Project-based learning; Problem-based learning; Teaching and learning methods

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APA (6th Edition):

Amissah, P. A. K. (2019). Advantages and Challenges of Online Project Based Learning. (Thesis). Rochester Institute of Technology. Retrieved from https://scholarworks.rit.edu/theses/10231

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Amissah, Peter Alex Kow. “Advantages and Challenges of Online Project Based Learning.” 2019. Thesis, Rochester Institute of Technology. Accessed February 22, 2020. https://scholarworks.rit.edu/theses/10231.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Amissah, Peter Alex Kow. “Advantages and Challenges of Online Project Based Learning.” 2019. Web. 22 Feb 2020.

Vancouver:

Amissah PAK. Advantages and Challenges of Online Project Based Learning. [Internet] [Thesis]. Rochester Institute of Technology; 2019. [cited 2020 Feb 22]. Available from: https://scholarworks.rit.edu/theses/10231.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Amissah PAK. Advantages and Challenges of Online Project Based Learning. [Thesis]. Rochester Institute of Technology; 2019. Available from: https://scholarworks.rit.edu/theses/10231

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Wollongong

22. Thomas, Lisa. Investigating self-regulated learning strategies to support the transition to problem-based learning.

Degree: PhD, Faculty of Education, 2013, University of Wollongong

  This study investigated how self-regulated learning strategies could support student transition in a problem-based learning context. Problem-based learning is a pedagogical approach in which… (more)

Subjects/Keywords: problem-based learning; self-regulated learning; learning skills; medical education

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APA (6th Edition):

Thomas, L. (2013). Investigating self-regulated learning strategies to support the transition to problem-based learning. (Doctoral Dissertation). University of Wollongong. Retrieved from 130103 Higher Education, 130209 Medicine, Nursing and Health Curriculum and Pedagogy, 130309 Learning Sciences ; https://ro.uow.edu.au/theses/3962

Chicago Manual of Style (16th Edition):

Thomas, Lisa. “Investigating self-regulated learning strategies to support the transition to problem-based learning.” 2013. Doctoral Dissertation, University of Wollongong. Accessed February 22, 2020. 130103 Higher Education, 130209 Medicine, Nursing and Health Curriculum and Pedagogy, 130309 Learning Sciences ; https://ro.uow.edu.au/theses/3962.

MLA Handbook (7th Edition):

Thomas, Lisa. “Investigating self-regulated learning strategies to support the transition to problem-based learning.” 2013. Web. 22 Feb 2020.

Vancouver:

Thomas L. Investigating self-regulated learning strategies to support the transition to problem-based learning. [Internet] [Doctoral dissertation]. University of Wollongong; 2013. [cited 2020 Feb 22]. Available from: 130103 Higher Education, 130209 Medicine, Nursing and Health Curriculum and Pedagogy, 130309 Learning Sciences ; https://ro.uow.edu.au/theses/3962.

Council of Science Editors:

Thomas L. Investigating self-regulated learning strategies to support the transition to problem-based learning. [Doctoral Dissertation]. University of Wollongong; 2013. Available from: 130103 Higher Education, 130209 Medicine, Nursing and Health Curriculum and Pedagogy, 130309 Learning Sciences ; https://ro.uow.edu.au/theses/3962

23. Pyle, Elaine Kim. The Effects Of Subject Presentation Types In Problem Based Learning (PBL) Problems On Student Motivation: A Pbl Implementation In Speech Language Pathology.

Degree: PhD, Teaching & Learning, 2017, University of North Dakota

Problem-Based Learning (PBL) is an evidence-based instructional approach designed to maximize one’s ability to use static knowledge as evidence for solving authentic problems (Barrows,… (more)

Subjects/Keywords: Engagement; Motivation; Problem-based learning; Problem Design; Speech Language Pathology

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APA (6th Edition):

Pyle, E. K. (2017). The Effects Of Subject Presentation Types In Problem Based Learning (PBL) Problems On Student Motivation: A Pbl Implementation In Speech Language Pathology. (Doctoral Dissertation). University of North Dakota. Retrieved from https://commons.und.edu/theses/2317

Chicago Manual of Style (16th Edition):

Pyle, Elaine Kim. “The Effects Of Subject Presentation Types In Problem Based Learning (PBL) Problems On Student Motivation: A Pbl Implementation In Speech Language Pathology.” 2017. Doctoral Dissertation, University of North Dakota. Accessed February 22, 2020. https://commons.und.edu/theses/2317.

MLA Handbook (7th Edition):

Pyle, Elaine Kim. “The Effects Of Subject Presentation Types In Problem Based Learning (PBL) Problems On Student Motivation: A Pbl Implementation In Speech Language Pathology.” 2017. Web. 22 Feb 2020.

Vancouver:

Pyle EK. The Effects Of Subject Presentation Types In Problem Based Learning (PBL) Problems On Student Motivation: A Pbl Implementation In Speech Language Pathology. [Internet] [Doctoral dissertation]. University of North Dakota; 2017. [cited 2020 Feb 22]. Available from: https://commons.und.edu/theses/2317.

Council of Science Editors:

Pyle EK. The Effects Of Subject Presentation Types In Problem Based Learning (PBL) Problems On Student Motivation: A Pbl Implementation In Speech Language Pathology. [Doctoral Dissertation]. University of North Dakota; 2017. Available from: https://commons.und.edu/theses/2317


University of Western Australia

24. Mohamad Nordin, Norhisham. Wikis as tools for computer-supported collaborative learning and knowledge sharing in schools.

Degree: PhD, 2012, University of Western Australia

[Truncated abstract] This study explored the possibility of wikis to be used as tools for collaborative learning and knowledge sharing in schools. The social constructivist… (more)

Subjects/Keywords: Wikis; Information systems; Collaborative learning; Inquiry-based learning; Problem-based learning; Project-based learning; Design-based research; Malaysian schools

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APA (6th Edition):

Mohamad Nordin, N. (2012). Wikis as tools for computer-supported collaborative learning and knowledge sharing in schools. (Doctoral Dissertation). University of Western Australia. Retrieved from http://repository.uwa.edu.au:80/R/?func=dbin-jump-full&object_id=32658&local_base=GEN01-INS01

Chicago Manual of Style (16th Edition):

Mohamad Nordin, Norhisham. “Wikis as tools for computer-supported collaborative learning and knowledge sharing in schools.” 2012. Doctoral Dissertation, University of Western Australia. Accessed February 22, 2020. http://repository.uwa.edu.au:80/R/?func=dbin-jump-full&object_id=32658&local_base=GEN01-INS01.

MLA Handbook (7th Edition):

Mohamad Nordin, Norhisham. “Wikis as tools for computer-supported collaborative learning and knowledge sharing in schools.” 2012. Web. 22 Feb 2020.

Vancouver:

Mohamad Nordin N. Wikis as tools for computer-supported collaborative learning and knowledge sharing in schools. [Internet] [Doctoral dissertation]. University of Western Australia; 2012. [cited 2020 Feb 22]. Available from: http://repository.uwa.edu.au:80/R/?func=dbin-jump-full&object_id=32658&local_base=GEN01-INS01.

Council of Science Editors:

Mohamad Nordin N. Wikis as tools for computer-supported collaborative learning and knowledge sharing in schools. [Doctoral Dissertation]. University of Western Australia; 2012. Available from: http://repository.uwa.edu.au:80/R/?func=dbin-jump-full&object_id=32658&local_base=GEN01-INS01


Royal Roads University

25. Mulholland, Caley. Reading the landscape for ecological restoration : a resource to develop students' site assessment practice .

Degree: 2016, Royal Roads University

 More trained ecological restoration (ER) practitioners are needed to offer tangible solutions to widespread problems of ecosystem degradation. I developed educational resources and activities to… (more)

Subjects/Keywords: Ecological Restoration; Environmental Education; Experiential Learning; Place-Based Learning; Problem-Based Learning; Site Assessment

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APA (6th Edition):

Mulholland, C. (2016). Reading the landscape for ecological restoration : a resource to develop students' site assessment practice . (Thesis). Royal Roads University. Retrieved from http://hdl.handle.net/10170/903

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Mulholland, Caley. “Reading the landscape for ecological restoration : a resource to develop students' site assessment practice .” 2016. Thesis, Royal Roads University. Accessed February 22, 2020. http://hdl.handle.net/10170/903.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Mulholland, Caley. “Reading the landscape for ecological restoration : a resource to develop students' site assessment practice .” 2016. Web. 22 Feb 2020.

Vancouver:

Mulholland C. Reading the landscape for ecological restoration : a resource to develop students' site assessment practice . [Internet] [Thesis]. Royal Roads University; 2016. [cited 2020 Feb 22]. Available from: http://hdl.handle.net/10170/903.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Mulholland C. Reading the landscape for ecological restoration : a resource to develop students' site assessment practice . [Thesis]. Royal Roads University; 2016. Available from: http://hdl.handle.net/10170/903

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Southern California

26. Ramos-Beal, Camille. Improving student achievement at a restructured high school academy of health sciences using an innovation gap analysis approach.

Degree: EdD, Education (Leadership), 2013, University of Southern California

 This case study used the Gap Analysis (Clark & Estes, 2008) framework, a six-step problem solving approach to identify goals, determine performance gaps, diagnose causes,… (more)

Subjects/Keywords: gap analysis; project based learning; restructured academy; project period; problem based learning; 21st century learning

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APA (6th Edition):

Ramos-Beal, C. (2013). Improving student achievement at a restructured high school academy of health sciences using an innovation gap analysis approach. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/249739/rec/3416

Chicago Manual of Style (16th Edition):

Ramos-Beal, Camille. “Improving student achievement at a restructured high school academy of health sciences using an innovation gap analysis approach.” 2013. Doctoral Dissertation, University of Southern California. Accessed February 22, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/249739/rec/3416.

MLA Handbook (7th Edition):

Ramos-Beal, Camille. “Improving student achievement at a restructured high school academy of health sciences using an innovation gap analysis approach.” 2013. Web. 22 Feb 2020.

Vancouver:

Ramos-Beal C. Improving student achievement at a restructured high school academy of health sciences using an innovation gap analysis approach. [Internet] [Doctoral dissertation]. University of Southern California; 2013. [cited 2020 Feb 22]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/249739/rec/3416.

Council of Science Editors:

Ramos-Beal C. Improving student achievement at a restructured high school academy of health sciences using an innovation gap analysis approach. [Doctoral Dissertation]. University of Southern California; 2013. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/249739/rec/3416


University of North Texas

27. Blackwell, Deborah. Effects of Problem-based Learning on a Fifth Grade Language Arts Classroom.

Degree: 2013, University of North Texas

 The main purpose of this qualitative research was to discover the effects of problem-based learning on a fifth grade language arts classroom. The secondary purpose… (more)

Subjects/Keywords: Problem-based learning; alternate reality games; design-based research; collaboration

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APA (6th Edition):

Blackwell, D. (2013). Effects of Problem-based Learning on a Fifth Grade Language Arts Classroom. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc271781/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Blackwell, Deborah. “Effects of Problem-based Learning on a Fifth Grade Language Arts Classroom.” 2013. Thesis, University of North Texas. Accessed February 22, 2020. https://digital.library.unt.edu/ark:/67531/metadc271781/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Blackwell, Deborah. “Effects of Problem-based Learning on a Fifth Grade Language Arts Classroom.” 2013. Web. 22 Feb 2020.

Vancouver:

Blackwell D. Effects of Problem-based Learning on a Fifth Grade Language Arts Classroom. [Internet] [Thesis]. University of North Texas; 2013. [cited 2020 Feb 22]. Available from: https://digital.library.unt.edu/ark:/67531/metadc271781/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Blackwell D. Effects of Problem-based Learning on a Fifth Grade Language Arts Classroom. [Thesis]. University of North Texas; 2013. Available from: https://digital.library.unt.edu/ark:/67531/metadc271781/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Texas – Austin

28. Horton, Lucas Robert. The effects of problem-based learning scaffolds on cognitive load, problem-solving, and student performance within a multimedia-enhanced learning environment.

Degree: PhD, Curriculum and Instruction, 2014, University of Texas – Austin

 Learners who are novice problem solvers often encounter difficulty when solving complex problems. One explanation for this difficulty is that the cognitive requirements of problem-solving… (more)

Subjects/Keywords: Problem-based learning; Problem solving; Scaffolds; Technology; Cognitive load; Learning environment; Science

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Horton, L. R. (2014). The effects of problem-based learning scaffolds on cognitive load, problem-solving, and student performance within a multimedia-enhanced learning environment. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/25003

Chicago Manual of Style (16th Edition):

Horton, Lucas Robert. “The effects of problem-based learning scaffolds on cognitive load, problem-solving, and student performance within a multimedia-enhanced learning environment.” 2014. Doctoral Dissertation, University of Texas – Austin. Accessed February 22, 2020. http://hdl.handle.net/2152/25003.

MLA Handbook (7th Edition):

Horton, Lucas Robert. “The effects of problem-based learning scaffolds on cognitive load, problem-solving, and student performance within a multimedia-enhanced learning environment.” 2014. Web. 22 Feb 2020.

Vancouver:

Horton LR. The effects of problem-based learning scaffolds on cognitive load, problem-solving, and student performance within a multimedia-enhanced learning environment. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2014. [cited 2020 Feb 22]. Available from: http://hdl.handle.net/2152/25003.

Council of Science Editors:

Horton LR. The effects of problem-based learning scaffolds on cognitive load, problem-solving, and student performance within a multimedia-enhanced learning environment. [Doctoral Dissertation]. University of Texas – Austin; 2014. Available from: http://hdl.handle.net/2152/25003


University of Ontario Institute of Technology

29. Amesbury, Judith. Engaging adult literacy learners: investigating problem based learning object (PBLO) use as a possibility for implementing problem based learning (PBL) online.

Degree: 2015, University of Ontario Institute of Technology

 Anecdotal evidence revealed that learners in an adult literacy program at a large school board in Ontario were disengaged - unable to identify opportunities to… (more)

Subjects/Keywords: Problem based learning; Online learning environments; Engagement; Adult education; Literacy

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Amesbury, J. (2015). Engaging adult literacy learners: investigating problem based learning object (PBLO) use as a possibility for implementing problem based learning (PBL) online. (Thesis). University of Ontario Institute of Technology. Retrieved from http://hdl.handle.net/10155/503

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Amesbury, Judith. “Engaging adult literacy learners: investigating problem based learning object (PBLO) use as a possibility for implementing problem based learning (PBL) online.” 2015. Thesis, University of Ontario Institute of Technology. Accessed February 22, 2020. http://hdl.handle.net/10155/503.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Amesbury, Judith. “Engaging adult literacy learners: investigating problem based learning object (PBLO) use as a possibility for implementing problem based learning (PBL) online.” 2015. Web. 22 Feb 2020.

Vancouver:

Amesbury J. Engaging adult literacy learners: investigating problem based learning object (PBLO) use as a possibility for implementing problem based learning (PBL) online. [Internet] [Thesis]. University of Ontario Institute of Technology; 2015. [cited 2020 Feb 22]. Available from: http://hdl.handle.net/10155/503.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Amesbury J. Engaging adult literacy learners: investigating problem based learning object (PBLO) use as a possibility for implementing problem based learning (PBL) online. [Thesis]. University of Ontario Institute of Technology; 2015. Available from: http://hdl.handle.net/10155/503

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Utah

30. Indahl, Timothy C. Implicit and declarative learning and mathematics instruction.

Degree: PhD, Educational Psychology, 2015, University of Utah

 A review of traditional mathematics instruction suggests that conventional methods emphasize student learning of declarative rules about math problem solving procedures, especially in the early… (more)

Subjects/Keywords: Alternative methods; Implicit learning; Math learning; Priming; Problem solving; Technology based

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Indahl, T. C. (2015). Implicit and declarative learning and mathematics instruction. (Doctoral Dissertation). University of Utah. Retrieved from http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/3770/rec/1309

Chicago Manual of Style (16th Edition):

Indahl, Timothy C. “Implicit and declarative learning and mathematics instruction.” 2015. Doctoral Dissertation, University of Utah. Accessed February 22, 2020. http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/3770/rec/1309.

MLA Handbook (7th Edition):

Indahl, Timothy C. “Implicit and declarative learning and mathematics instruction.” 2015. Web. 22 Feb 2020.

Vancouver:

Indahl TC. Implicit and declarative learning and mathematics instruction. [Internet] [Doctoral dissertation]. University of Utah; 2015. [cited 2020 Feb 22]. Available from: http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/3770/rec/1309.

Council of Science Editors:

Indahl TC. Implicit and declarative learning and mathematics instruction. [Doctoral Dissertation]. University of Utah; 2015. Available from: http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/3770/rec/1309

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