Journal•ISSN: 0271-0633
New Directions for Teaching and Learning
Wiley-Blackwell
About: New Directions for Teaching and Learning is an academic journal published by Wiley-Blackwell. The journal publishes majorly in the area(s): Higher education & Teaching method. It has an ISSN identifier of 0271-0633. Over the lifetime, 1558 publications have been published receiving 45161 citations.
Topics: Higher education, Teaching method, Faculty development, Educational technology, Experiential learning
Papers published on a yearly basis
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TL;DR: Chickering is a Distinguished Professor of Higher Education at Memphis State University and a Visiting Professor at George Mason University as discussed by the authors, and Gamson is a sociologist who holds appointments at the John W. McCormack Institute of Public Affairs at the University of Massachusetts-Boston, and in the Center for the Study of Higher and Postsecondary Education at University of Michigan.
Abstract: Arthur Chickering is Distinguished Professor of Higher Education at Memphis State University. On leave from the Directorship of the Center for the Study of Higher Education at Memphis State, he is Visiting Professor at George Mason University. Zelda Gamson is a sociologist who holds appointments at the John W. McCormack Institute of Public Affairs at the University of Massachusetts-Boston and in the Center for the Study of Higher and Postsecondary Education at the University of Michigan.
4,726 citations
TL;DR: The authors reviewed the motivation for the change to problem-based learning, its definition, and the educational objectives it can serve, and discussed changing an established curriculum to Problem-Based Learning and asked whether problembased learning is worth the trouble.
Abstract: This chapter reviews the motivation for the change to problem-based learning, its definition, and the educational objectives it can serve. It discusses changing an established curriculum to problem-based learning and asks whether problem-based learning is worth the trouble.
1,504 citations
TL;DR: In this paper, the authors examine the evidence for effectiveness of problem-based learning and discuss the potential for developing process skills: research, negotiation and teamwork, writing, and verbal communication.
Abstract: In problem-based learning, students working in collaborative groups learn by resolving complex, realistic problems under the guidance of faculty. In this chapter, we examine the evidence for effectiveness of the method to achieve its goals of fostering deep understandings of content and discuss the potential for developing process skills: research, negotiation and teamwork, writing, and verbal communication.
1,483 citations
TL;DR: In this paper, problem-based learning provides a powerful alternative to the passive lecture tradition in introductory science courses in biology, physics, and chemistry courses in an active and cooperative learning environment.
Abstract: In its use of complex, real-world problems to introduce concepts and motivate learning in an active and cooperative learning environment, problem-based learning provides a powerful alternative to the passive lecture tradition in introductory science courses in biology, physics, and chemistry.
597 citations
TL;DR: This chapter describes the building blocks of team-based learning and the steps necessary to put them into place.
Abstract: TBL is a collection of practices that support one another for powerful instructional effect. This chapter describes the building blocks of team-based learning and the steps necessary to put them into place.
563 citations