Comparing grounded theory and phenomenology as methods to understand lived experience of engineering educators implementing problem-based learning
Author:
Affiliation:
1. Centre for Engineering Education, University College London, London, UK
2. College of Engineering and Built Environment, Technological University Dublin, Dublin, Ireland
Funder
Fulbright Commission
Dublin Institute of Technology
Marie Sklodowska-Curie Actions
Publisher
Informa UK Limited
Subject
General Engineering,Education
Link
https://www.tandfonline.com/doi/pdf/10.1080/03043797.2019.1607826
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