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Related Experiment Video

Updated: Jun 10, 2026

Task Interruption and Resumption Paradigm for Testing the Activation and Pursuit of an Abstract Thinking Goal
06:45

Task Interruption and Resumption Paradigm for Testing the Activation and Pursuit of an Abstract Thinking Goal

Published on: April 18, 2017

Classic grounded theory: a framework for contemporary application.

Jennifer Moore1

  • 1School of Nursing and Midwifery, University of East Anglia.

Nurse Researcher
|August 18, 2010
PubMed
Summary
This summary is machine-generated.

This study explores how lecturers support problem-based learning (PBL) using grounded theory. Adaptations to the classic grounded theory methodology were necessary for practical application in this educational research.

Related Experiment Videos

Last Updated: Jun 10, 2026

Task Interruption and Resumption Paradigm for Testing the Activation and Pursuit of an Abstract Thinking Goal
06:45

Task Interruption and Resumption Paradigm for Testing the Activation and Pursuit of an Abstract Thinking Goal

Published on: April 18, 2017

Area of Science:

  • Education
  • Qualitative Research
  • Pedagogy

Background:

  • Problem-based learning (PBL) is an active learning approach.
  • The role of educators in facilitating PBL is crucial for student success.
  • Understanding lecturer support within PBL environments requires in-depth qualitative exploration.

Purpose of the Study:

  • To qualitatively explore the role of lecturers in supporting problem-based learning.
  • To examine the suitability of classic grounded theory for this research.
  • To detail the necessary adaptations of grounded theory for practical implementation.

Main Methods:

  • A qualitative research approach was employed.
  • Classic grounded theory methodology was adapted for the study.
  • The research focused on the experiences of lecturers in PBL settings.

Main Results:

  • Classic grounded theory provides a robust framework for understanding lecturer roles in PBL.
  • Adaptations to grounded theory were essential to address the specific context of educational practice.
  • The study identified key aspects of lecturer support within problem-based learning.

Conclusions:

  • Adapted grounded theory is a viable methodology for educational research on problem-based learning.
  • Lecturer roles in PBL are multifaceted and require tailored support strategies.
  • Further research can build upon these methodological adaptations to explore PBL facilitation.