Dissertation/Thesis Abstract

IGeneration: A Study in Challenge Based Learning at a Small Private University
by Hift, Jodi A., Ed.D., Lynn University, 2013, 118; 3579821
Abstract (Summary)

Faculty-buy in is an essential component of successful technology integration processes at the Higher Education level. The goal of this case study was to assess the University faculty's role in the utilization of Challenge Based Learning while teaching undergraduate students. Did the University have the faculty's support and buy-in concerning the use of Challenge Based Learning as a campus-wide initiative? The perspectives of 16 full-time University faculty members enrolled in a Challenge Based Learning pilot study were explored at the beginning of the Challenge Based Learning pilot and then and were assessed again upon the completion of the pilot. The findings of the study were in favor of using Challenge Based Learning again.

Indexing (document details)
Advisor: Division, Ed
Commitee:
School: Lynn University
School Location: United States -- Florida
Source: DAI-A 75/07(E), Dissertation Abstracts International
Source Type: DISSERTATION
Subjects: Educational leadership, Education, Educational technology
Keywords: Action research, Case study, Challenge based learning, Education, Higher education, Technology
Publication Number: 3579821
ISBN: 978-1-303-81214-9
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