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Peer reviewedMacKinnon, Marjorie M. – New Directions for Teaching and Learning, 1999
Reports a study of motivation among 36 University of Hong Kong first-year students during their first exposure to problem-based learning, with data drawn from student journals, pre- and post-semester measures of learning-style preference, and course evaluations. Results indicate significant changes in learning-style preference, from…
Descriptors: Cognitive Style, College Freshmen, College Instruction, College Students
Direct linkCreamer, Elizabeth G. – New Directions for Teaching and Learning, 2005
A commitment to pursue problems from multiple angles, methods, and theoretical positions means that research teams require strategies to navigate the tensions and conflict that inevitably emerge, particularly when the intent is to find ways to integrate different disciplinary perspectives.
Descriptors: Interdisciplinary Approach, Case Studies, Teamwork, Transformational Leadership
Peer reviewedLockie, Nancy M.; Van Lanen, Robert J. – New Directions for Teaching and Learning, 1994
Classroom techniques (collaboration, mentoring, emphasis on problem-solving) used in supplemental instruction (SI) for chemistry at Saint Xavier University (Illinois) are detailed, the role of SI leader and supervisor are examined, and a small-scale (n=219 students) study of student perceptions of the program is reported. (MSE)
Descriptors: Achievement Gains, Chemistry, Classroom Techniques, College Instruction
