Exploring Transition in Higher Education: Engagement and Challenges in Moving from Teacher-Centered to Student-Centered Learning

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dc.contributor.authorAwacorach, Judith
dc.contributor.authorJensen, Iben
dc.contributor.authorLassen, Inger
dc.contributor.authorOlanya, David Ross
dc.contributor.authorZakaria, Hanan Lassen
dc.contributor.authorOlok Tabo, Geoffrey
dc.date.accessioned2023-11-03T07:30:42Z
dc.date.available2023-11-03T07:30:42Z
dc.date.issued2021
dc.description.abstractThe overall purpose of this study is to prefigure the feasibility of Problem Based Learning (PBL) for building research and employability capacity of MA-students in the context of Gulu University. Following a description of the basic tenets of PBL, we explain how PBL was used in experimental community outreach workshops for MA-students between 2016 and 2019. More specifically we identify traces of traditional learning practices and discuss to what extent the new learning approach might change the student-teacher power relationship. Methodologically and analytically, our study draws on a practice theory model developed by Kemmis and Mutton (2012). Although our findings indicate subtle traces of a traditional student-teacher relationship, the analyses indicate that the PBL learning mode is a promising candidate for strengthening research capacity in view of preparing students for post-graduate employability and community transformation. The workshops were organized collaboratively as part of the Danida-funded programme Building Stronger Universities.en_US
dc.identifier.other10.5278/ojs.jpblhe.v9i2.5262
dc.identifier.urihttps://hdl.handle.net/20.500.14270/240
dc.language.isoenen_US
dc.publisherJPBLHEen_US
dc.relation.ispartofseries;2
dc.subjectPBL,en_US
dc.subjectpractice theory,en_US
dc.subjectqualitative methods,en_US
dc.subjectquality teaching,en_US
dc.subjectUgandaen_US
dc.titleExploring Transition in Higher Education: Engagement and Challenges in Moving from Teacher-Centered to Student-Centered Learningen_US
dc.typeArticleen_US

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