Theory to reality: a few issues in implementing problem-based learning

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How researchers see this paper

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Supporting Student Self-Regulated Learning in Problem-and Project-Based Learning. (2013, positive): “For many students, this role conflicts with deeply ingrained habits they have developed through more familiar classroom experiences, in which they have been passive recipients of knowledge (Hung, 2011; Ladewski, Krajcik, & Harvey, 1994; Rasku-Puttonen, Eteläpelto, Arvaja, & Päivi Häkkinen, 2003).”
Scaffolding interdisciplinary project-based learning: a case study (2019, background): “While we do not want to claim that open-structured problems might never be appropriate, we do want to promote reflection with respect to how interdisciplinary courses should be designed to facilitate meaningful interdisciplinary interactions (Hung 2011).”
Essential Readings in Problem-Based Learning: Exploring and Extending the Legacy of Howard S. Barrows (2015, background): “In many instances, the articles highlight the “theory to reality” challenges of PBL (Hung, 2011).”
Learning analytics to unveil learning strategies in a flipped classroom (2017, positive): “While active learning has clear benefits for student learning outcomes, the process of implementation is often more complex than first anticipated (Gillies & Boyle, 2010; Hung, 2011).”