This thesis is the result of three studies that simultaneously focused on higher education instructional methodologies, group work processes and the professional practice of the author. The initial area of investigation is a study on the development and implementation of problem-based learning (PBL) scenarios on behalf of two postgraduate programmes at the Faculties of Architecture, and Business and Economics at The University of Hong Kong (HKU) and students' reactions to this approach. The second exploration is an extension of the first with an examination of the impact of ineffective teams on group work and its capability to thwart the constructionist approach of PBL. Students' behaviours in these situations are examined and conclusions drawn on the impact that context has on collaborative learning. The third is a discussion of the application of an action research (AR) project that was used as the framework in the two studies to identify possible problems, underlying causes, assess the value of interventions and reflect on the writer's professional practice and development as a researcher. All three studies were conducted in a non-western tertiary context in Hong Kong (SAR), China. Insights gained from the first two studies in the theoretical sense are significant as they provide approaches to frame future academic practice utilising enquiry-based and collaborative learning to foresee and act in response to Hong Kong students' cultural frameworks.
|Qualification||Doctor of Education|
|Award date||01 Dec 2010|
|Place of Publication||Australia|
|Publication status||Published - 2011|