Dissertation/Thesis Abstract

An exploration of the differing perceptions of Problem-Based Learning (PBL) from students and facilitators of diverse cultural backgrounds, in the fields of theological and nursing education
by Fung, Nancy L. Y., Ph.D., Biola University, 2013, 422; 3603086
Abstract (Summary)

Theological education has not widely utilized the PBL approach and there is very little research examining the utility of PBL in theological education. Lectures are currently the preferred teaching method in theological education, however, it is recognized that there is a need for a more holistic approach. As theological education is used in both Western and Eastern cultures it is important to consider the possible influence of cultural background on the response to a PBL approach. Cultural differences in the response to PBL have received little attention in PBL research to date. This study utilized in-depth phenomenological interviews and questionnaires to explore, describe and analyze the lived experience of tertiary nursing and theological students, their facilitators and expert educators. Participants from both Eastern andWestern cultural backgrounds were studied and the nursing students were included to provide a comparison group from a profession that has successfully utilized PBL for some time and that is similarly focused on equipping students to respond to the needs of others.

Indexing (document details)
Advisor: Lawson, Kevin
Commitee: Cunningham, Shelley, Porter, Steve
School: Biola University
Department: Talbot School of Theology
School Location: United States -- California
Source: DAI-A 75/03(E), Dissertation Abstracts International
Subjects: Theology, Adult education, Religious education, Health education, Higher education
Keywords: Cultural backgrounds, Diversity, Nursing education, Perception of efficacy of PBL, Problem-based learning (PBL), Theological education
Publication Number: 3603086
ISBN: 9781303573163
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