NDLI: Being a PBL teacher in computer engineering: An interpretative phenomenological analysis

Content Provider	IEEE Xplore Digital Library
Author	da Silva Cintra, C. Almeida Bittencourt, R.
Copyright Year	2015
Description	Author affiliation: Comput. Sci. Master's Program, Fed. Univ. of Bahia, Salvador, Brazil (da Silva Cintra, C.) \|\| State Univ. of Feira de Santana, Feira de Santana, Brazil (Almeida Bittencourt, R.)
Abstract	Problem-based learning (PBL) is a well-known active learning approach, and it is becoming increasingly popular in computing. The Computer Engineering undergraduate program at UEFS adopts PBL since 2003. Previous studies thoroughly describe PBL course design and practices, but there is a lack of reports about the teaching experience, i.e., how faculty live the process of teaching PBL courses. Thus, we took advantage of this PBL experience to uncover such issues. We developed an interpretative phenomenological analysis (IPA) to learn the essences of being a PBL teacher, using a qualitative research methodology. Data collection and analysis entailed semi-structured interviews with five UEFS computer engineering professors, interview transcription and memo writing, open coding, code memo writing, code grouping and abstraction, and description of essences. Results led to the following essences: 1) feedback is essential for student success; 2) PBL develops better students and professionals; 3) assessment is complex and multifaceted; 4) developing good problems is a difficult skill; 5) PBL requires strong teacher engagement and background; 6) it is essential to keep a motivating scenario; and 7) good coordination and group dynamics is required. In this paper, we describe the four first essences in detail.
Starting Page	1
Ending Page	8
File Size	672381
Page Count	8
File Format	PDF
ISBN	9781479984541
DOI	10.1109/FIE.2015.7344234
Language	English
Publisher	Institute of Electrical and Electronics Engineers, Inc. (IEEE)
Publisher Date	2015-10-21
Publisher Place	USA
Access Restriction	Subscribed
Rights Holder	Institute of Electrical and Electronics Engineers, Inc. (IEEE)
Subject Keyword	Interviews Computers Data collection Programming profession Tutorials interpretative phenomenological analysis PBL problem-based learning teaching essence
Content Type	Text
Resource Type	Article

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