Appreciative inquiry- a new dimension in problem-based learning

Roberts, Gwilym Wyn 2013. Appreciative inquiry- a new dimension in problem-based learning. The International HETL Review 2013 , pp. 71-81.

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Abstract

This research study suggests that there are limitations to the traditional problem-based learning (PBL) model and recommends the introduction of appreciative inquiry (AI) as an innovative and contemporary addition to PBL. Proponents of AI suggest that instead of looking for problems and aspects of a scenario that does not work or is problematic, that students first look for the strengths and the more affirmative influences inherent in a problem situation. This results in students approaching a problem with a more appreciative and value-adding outlook. Approaching a problem with this new approach allows students to look much more holistically at the situation in question. By introducing the AI dimension, this enhanced model of PBL was shown to have a positive impact on the students’ learning and experiences, and ultimately in their clinical and social care practice as occupational therapists. The study used a qualitative phenomenological approach, and based on the nature of the research problem, an interpretative phenomenological analytical approach was chosen using semi-structured interviews with eighteen PBL experienced tutor facilitators with at least three years of experience with the AI pedagogy. The study showed that there was extensive concern amongst the tutors that a perceived over emphasis on problem solving on behalf of the students adversely affected their creativity in their learning experience.

Item Type:	Article
Date Type:	Publication
Status:	Published
Schools:	Healthcare Sciences
Subjects:	L Education > LB Theory and practice of education
Uncontrolled Keywords:	Appreciative inquiry, problem-based learning, healthcare education, occupational therapy
Publisher:	The International HETL Association
Related URLs:	Organisation
Last Modified:	03 Feb 2017 04:12
URI:	https://orca.cardiff.ac.uk/id/eprint/51866

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