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ERIC Number: ED563714
Record Type: Non-Journal
Publication Date: 2013
Pages: 423
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3035-7316-3
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
Fung, Nancy L. Y.
ProQuest LLC, Ph.D. Dissertation, Biola University
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 and Western 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. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A