Interactional Research Into Problem-Based Learning

Susan M. Bridges is an associate professor and assistant dean of learning and teaching with the Faculty of Education and the Centre for the Enhancement of Teaching and Learning (CETL) at the University of Hong Kong. She also is an adjunct professor at the Australian Catholic University. Her locally and internationally funded research explores the "how" of effective pedagogy and communication in the health sciences through interactional and ethnographic approaches. Rintaro Imafuku is an assistant professor at the Medical Education Development Center at Gifu University, Japan. He received his MA from Monash University and his PhD from the University of Hong Kong. His research centers on learners' social interactions and group dynamics in inquiry-led education settings such as PBL, interprofessional education, undergraduate research, and professional identity formation.

FOREWORD, by Judith Green EDITORS' INTRODUCTION: Why Focus on Interactions in Problem-Based Learning?, by Susan M. Bridges and Rintaro Imafuku SECTION I: Emic Perspectives of Problem-Based Learning Dynamics Through Interactional Research CHAPTER 1: Qualitative Research in Problem-Based Learning in Health Sciences Education: A Review, by Jun Jin and Susan M. Bridges CHAPTER 2: Another Piece of the "Silence in PBL" Puzzle: Students' Explanations of Dominance and Quietness as Complementary Group Roles, by Vicki J. Skinner, Annette Braunack-Mayer, and Tracey A. Winning CHAPTER 3: A Framework for Problem-Based Learning: Teaching Mathematics With a Relational Problem-Based Pedagogy, by Carmel Schettino CHAPTER 4: Facilitating Problem Framing in Project-Based Learning, by Vanessa Svihla and Richard Reeve CHAPTER 5: Collaborative Learning: Students' Perspectives on How Learning Happens, by Abdulaziz Almajed, Vicki J. Skinner, Ray Peterson, and Tracey A. Winning CHAPTER 6: Breaking the Ice: How Students Present Themselves to the Group in an Interprofessional Problem-Based Learning Context, by Sally Wiggins, Madeleine Abrandt Dahlgren, Mattias Ekstedt, Eva Hammar Chiriac, and Tove Toernqvist CHAPTER 7: Interactive Discourse in Interprofessional Tutorial Groups: Dealing With Conflicting Views and Meaning Construction, by Rintaro Imafuku, Chihiro Kawakami, Takuya Saiki, Masayuki Niwa, Yasuyuki Suzuki, and Kazuhiko Fujisaki CHAPTER 8: Are You Still With Us? Managing Mobile Phone Use and Group Interaction in Problem-Based Learning, by Gillian Hendry, Sally Wiggins, and Anthony Anderson CHAPTER 9: Students' Strategies for Managing Social Loafers in Problem-Based Learning: Interactional Means of Dealing With Unequal Participation in Group Work, by Robert McQuade, Esther Ventura-Medina, Sally Wiggins, Gillian Hendry, and Anthony Anderson CHAPTER 10: How Can Screen Sharing Support Knowledge Coconstruction in Technology-Enhanced Problem-Based Learning?, by Henrietta Y. Y. Lai, Anita M .Y. Wong, and Susan M. Bridges SECTION II: New Theoretical Directions and Learning Designs for Problem-Based Learning CHAPTER 11: The Impact of Transdisciplinary Threshold Concepts on Student Engagement in Problem-Based Learning: A Conceptual Synthesis, by Maggi Savin-Baden CHAPTER 12: Toward Quality Online Problem-Based Learning, by Susanne P. Lajoie, Stephen Bodnar, Cindy E. Hmelo-Silver, Yuxin Chen, Juan Zheng, Lingyun Huang, and Maedeh Kazemitabar CLOSING COMMENTARY: Observations from the Outside: Fledgling Researchers' Perspectives, by Florian Verbeek and Monaliza Maximo Chian ABOUT THE EDITORS AND CONTRIBUTORS INDEX

"Offers a refreshing range of empirical studies, including innovative research based on recordings in classrooms that show how effective problem-based learning communication is constructed. Covering state-of-the-art qualitative methods, from thematic analysis to discourse analysis and conversation analysis, this collection is an essential read for anyone interested in PBL."