{"id":{"repo_id":"vu-aus","oai_identifier":"oai:eprints.vu.edu.au:25849"},"canonical_url":"https://search.dev.ndltd.org/etd/vu-aus/oai:eprints.vu.edu.au:25849","repository":{"repo_id":"vu-aus","name":"Victoria University (Australia)","base_url":"https://vuir.vu.edu.au/cgi/oai2"},"display":{"title":"Meaning-Making in an Engineering Problem-Based Learning Classroom: an Analysis of Activity and Multimodality","abstract":"Problem-based learning (PBL) is a pedagogic approach now widely used across higher education. Its goal is to encourage student-centred learning supported by the provision of information and the active support of a facilitator. PBL can be seen as a process of meaning making, and, in this research, this meaning making occurs in the context of an academic subject in the first year of an engineering degree and a particular PBL module within that degree. The overarching goal of the research is to contribute to a greater and deeper understanding of the process of students’ meaning making in the course of a PBL task. Specifically, the aim of the study is to investigate the role of multimodal representational, communicative resources in enhancing learning and meaning making. The objectives of the research have been to: 1) Understand the role of context in the PBL task; 2) Understand the role of the students in the meaning-making process; 3) Understand the role of the tutor/facilitator in the meaning-making process; and 4) Evaluate the overall performance of the student group in terms of task performance and the students’ construction of meaning.","abstract_html":"Problem-based learning (PBL) is a pedagogic approach now widely used across higher education. Its goal is to encourage student-centred learning supported by the provision of information and the active support of a facilitator. PBL can be seen as a process of meaning making, and, in this research, this meaning making occurs in the context of an academic subject in the first year of an engineering degree and a particular PBL module within that degree. The overarching goal of the research is to contribute to a greater and deeper understanding of the process of students’ meaning making in the course of a PBL task. Specifically, the aim of the study is to investigate the role of multimodal representational, communicative resources in enhancing learning and meaning making. The objectives of the research have been to: 1) Understand the role of context in the PBL task; 2) Understand the role of the students in the meaning-making process; 3) Understand the role of the tutor/facilitator in the meaning-making process; and 4) Evaluate the overall performance of the student group in terms of task performance and the students’ construction of meaning.","abstract_has_math":false,"creators":["Al Huthali, Mohammed"],"institution":"Victoria University","degree_name":"phd","degree_level":"doctoral","degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2014,"date_issued":"2014","date_published":"2014","updated_at":"2026-07-24T06:33:34Z","subjects":["1303 Specialist Studies in Education","College of Arts"],"languages":["en"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":null,"outbound_label":null,"outbound_source":null},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Al Huthali, Mohammed"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2014"]},{"key":"dc:date.issued","label":"Date","values":["2014"]},{"key":"dc:publisher.department","label":"Dc Publisher Department","values":["College of Arts"]},{"key":"dc:publisher.institution","label":"Dc Publisher Institution","values":["Victoria University"]},{"key":"dc:relation.isreferencedby","label":"Dc Relation Isreferencedby","values":["https://vuir.vu.edu.au/25849/"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]},{"key":"dc:type.qualificationlevel","label":"Dc Type Qualificationlevel","values":["doctoral"]},{"key":"dc:type.qualificationname","label":"Dc Type Qualificationname","values":["phd"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["1303 Specialist Studies in Education","College of Arts"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://vuir.vu.edu.au/25849/1/Mohammed%20Al%20Huthali.pdf"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Problem-based learning (PBL) is a pedagogic approach now widely used across higher education. Its goal is to encourage student-centred learning supported by the provision of information and the active support of a facilitator. PBL can be seen as a process of meaning making, and, in this research, this meaning making occurs in the context of an academic subject in the first year of an engineering degree and a particular PBL module within that degree. The overarching goal of the research is to contribute to a greater and deeper understanding of the process of students’ meaning making in the course of a PBL task. Specifically, the aim of the study is to investigate the role of multimodal representational, communicative resources in enhancing learning and meaning making. The objectives of the research have been to: 1) Understand the role of context in the PBL task; 2) Understand the role of the students in the meaning-making process; 3) Understand the role of the tutor/facilitator in the meaning-making process; and 4) Evaluate the overall performance of the student group in terms of task performance and the students’ construction of meaning."]},{"key":"dc:format","label":"Dc Format","values":["text"]},{"key":"dc:title","label":"Title","values":["Meaning-Making in an Engineering Problem-Based Learning Classroom: an Analysis of Activity and Multimodality"]}]}],"canonical_facts":{"dc:creator":["Al Huthali, Mohammed"],"dc:date":["2014"],"dc:date.issued":["2014"],"dc:description.abstract":["Problem-based learning (PBL) is a pedagogic approach now widely used across higher education. Its goal is to encourage student-centred learning supported by the provision of information and the active support of a facilitator. PBL can be seen as a process of meaning making, and, in this research, this meaning making occurs in the context of an academic subject in the first year of an engineering degree and a particular PBL module within that degree. The overarching goal of the research is to contribute to a greater and deeper understanding of the process of students’ meaning making in the course of a PBL task. Specifically, the aim of the study is to investigate the role of multimodal representational, communicative resources in enhancing learning and meaning making. The objectives of the research have been to: 1) Understand the role of context in the PBL task; 2) Understand the role of the students in the meaning-making process; 3) Understand the role of the tutor/facilitator in the meaning-making process; and 4) Evaluate the overall performance of the student group in terms of task performance and the students’ construction of meaning."],"dc:format":["text"],"dc:identifier.uri":["https://vuir.vu.edu.au/25849/1/Mohammed%20Al%20Huthali.pdf"],"dc:language":["en"],"dc:publisher.department":["College of Arts"],"dc:publisher.institution":["Victoria University"],"dc:relation.isreferencedby":["https://vuir.vu.edu.au/25849/"],"dc:subject":["1303 Specialist Studies in Education","College of Arts"],"dc:title":["Meaning-Making in an Engineering Problem-Based Learning Classroom: an Analysis of Activity and Multimodality"],"dc:type":["Thesis"],"dc:type.qualificationlevel":["doctoral"],"dc:type.qualificationname":["phd"]},"updated_at":"2026-07-24T06:33:34Z"}