Why Don't We All Just Do the Same? Understanding Variation in PBL Implementation from the Perspective of Translation Theory

Autor/in	Scholkmann, Antonia
Titel	Why Don't We All Just Do the Same? Understanding Variation in PBL Implementation from the Perspective of Translation Theory
Quelle	In: Interdisciplinary Journal of Problem-based Learning, 14 (2020) 2, (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1541-5015
Schlagwörter	Problem Based Learning; Program Implementation; Educational Change; Higher Education; Translation; Foreign Countries; Scandinavia + Suchen Sie Ihr Suchwort? Problem-based learning; Problemorientiertes Lernen; Bildungsreform; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ausland; Skandinavien
Abstract	Variations in PBL [problem-based learning] implementation need to be seen as the norm rather than the exception, since local PBL practice will always diverge from the "original model". In order to understand this phenomenon, this conceptional paper first systematizes variations in PBL implementation at the inter-institutional, intra-institutional, and individual level. Then, variation in PBL implementation is discussed through the lens of translation theory as part of the research tradition of Scandinavian Institutionalism. Resulting insights are applied to develop guiding questions designed to help leaders and PBL researchers to reflect on PBL implementation processes. Uncharted territories in PBL implementation research are identified, and it is argued that researching PBL implementation can serve as a blueprint to understand educational change dynamics in institutions of higher education. (As Provided).
Anmerkungen	Indiana University. 107 South Indiana Avenue, Bryan Hall 203B, Bloomington, IN 47405. Tel: 317-274-5647; Fax: 317-278-2360; Web site: https://scholarworks.iu.edu/journals/index.php/ijpbl/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01