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Interaction analysis in a 'Learning by Doing' problem-based professional development context
Roisin Donnelly
Technological University Dublin
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Social Sciences
Professional Development
100%
Problem-Based Learning
100%
Learning by Doing
100%
Academic Teaching Personnel
28%
Focus Group
14%
Best Practice
14%
Lived Experience
14%
Higher Education
14%
Qualitative Research
14%
Learning Experiences
14%
Academic Staff
14%
Instructional Strategy
14%
Learning Technology
14%
Psychology
Problem-Based Learning
100%
Qualitative Study
14%
Focus Group
14%
Qualitative Research
14%
Lived Experience
14%
Higher Education
14%