Guest Editors' Introduction: Special Issue on Analyzing Interactions in PBL—Where to Go From Here?

Knowledge disagreement formulations in problem-based learning tutorials: balancing pedagogical demands with ‘saving face’

“…The nature of this CA research is imperative as it fulfils the need for continued systematic analyses of conflict data (Leung, 2005) and PBL interactions at close range (Imafuku & Bridges, 2016). Given its theoretical foundations (De Grave et al, 1996), it may be assumed that PBL holds disagreements as less sensitive actions than in other pedagogical contexts (i.e.…”

‘I'm lost’ – a qualitative analysis of student teams' strategies during their first experience in problem-based learning

“…Taking this stance is particularly appropriate to the research question being asked given that it focuses on identifying the students' strategies as they are conveyed through conversations during PBL -something which could not be achieved using an experimental or quantitative methodology. Imafuku and Bridges (2016) state that the field is in sore need of a different lens in which to examine PBL as a pedagogy -especially when investigating how it can help develop interpersonal skills.…”

“…Effectiveness of PBL measured mostly on the basis of students' performance on tasks do not directly give any insight into the processes by which PBL can help students develop these skills. Imafuku and Bridges (2016) and Dolmans et al (2005) suggest that these processes and interactions are something that needs to be further investigated. In general, there is still much to learn about group processes and collaborative work in educational contexts (Hammar Chiriac 2008;Faidley et al 2000;Almajed et al 2016).…”

The Triple Jump in Problem-Based Learning: Unpacking Principles and Practices in Designing Assessment for Curriculum Alignment

“…The Triple Jump in Problem-Based Learning gaining momentum (see Imafuku & Bridges' (2016) Special Issue in this journal), adding to the body of quantitative studies adopting psychometric analyses of learning outcomes and self-reported perceptions (Yew & Schmidt, 2009). Central to the recent growth in ethnographically informed studies is the goal of gaining deeper understanding of the relationship between cognitive development-building processes and social (co)construction of knowledge across contexts and over time (Green & Bridges, 2018).…”