Book•
Problem-based learning : an approach to medical education
01 Jan 1980-
TL;DR: This book presents the scientific basis of problem-based learning and goes on to describe the approaches to problem- based medical learning that have been developed over the years at McMaster University, largely by Barrows and Tamblyn.
Abstract: In this book, the authors address some basic problems in the learning of biomedical science, medicine, and the other health sciences Students in most medical schools, especially in basic science courses, are required to memorize a large number of ""facts,"" facts which may or may not be relevant to medical practice Problem-based learning has two fundamental postulates--the learning through problem-solving is much more effective for creating a body of knowledge usable in the future, and that physician skills most important for patients are problem-solving skills, rather than memory skills This book presents the scientific basis of problem-based learning and goes on to describe the approaches to problem-based medical learning that have been developed over the years at McMaster University, largely by Barrows and Tamblyn
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TL;DR: An interrelationship between the teacher and student roles is identified and implications for the implementation of PBL at the primary education level are discussed and identified.
Abstract: The benefits of problem-based learning (PBL) to student learning have prompted researchers to investigate this pedagogical approach over the past few decades. However, little research has examined how PBL can be applied to mathematics learning and teaching, especially in countries like Taiwan, where the majority of teachers are accustomed to lecture methods and students are used to this style of teaching. This study examines the actions of a teacher and her class of 35 fifth-grade students (10–11-year-olds) as they tried to take on and respond to the demands of their new roles as “facilitator” and “constructors”, respectively, during a one-year PBL intervention in a Taiwanese mathematics classroom. Our findings provide insights into classroom participants’ role transition, from a customary role to a new role, when engaging with PBL. We identify an interrelationship between the teacher and student roles and discuss implications for the implementation of PBL at the primary education level.
20 citations
Dissertation•
01 Oct 2012
TL;DR: In this paper, the authors investigated the contribution of the learning activities embedded within the curriculum as part of experiential learning approaches, and how these contributed to equipping graduates with a range of generic transferable enterprise skills that are an essential part of employability skills.
Abstract: Higher Education is often cited as a key for the enhancement of the quality of graduates In this research, the contribution of Higher Education Institutions (HEIs) in developing more enterprising graduates was investigated The research specifically looked at the significance of the contribution of the learning activities embedded within the curriculum as part of experiential learning approaches, and how these contributed to equipping graduates with a range of generic transferable enterprise skills that are an essential part of employability skills Nowadays, the idea of graduates with a bulk of knowledge, which they cannot apply, is no longer valid Therefore, HEIs are under growing pressure to deliver graduates with the necessary range of skills that satisfy the demands of the employment marketplace
This research follows a qualitative research method through adopting an hermeneutic phenomenological methodology, and was conducted in the context of pharmacy education in the United Kingdom (UK) HEIs during 2011 The research primarily considers the views of pharmacy academics as to how pharmacy schools understand the concept of enterprise education, what efforts they place to develop students’ enterprise skills and the extent to which experiential learning activities are utilised to serve this objective The research also considers opinions of pharmacy employers in the marketplace to evaluate their views about the need for enterprise skills by recent pharmacy graduates, and whether they are satisfied by the level of skills demonstrated by recent graduates Furthermore, the research briefly considers views of pharmacy students to evaluate the extent to which they value the need for enterprise skills, and whether they believe the educational process is helping them in developing those skills
In order to consider the large amount of data obtained in this research, analysis of results was divided into four parts, each representing one major theme This supported a more efficient discussion of analysis and drawing of conclusions in ways that clearly relate to the research objectives The findings of this research show that HEIs consider the development of a range of students’ enterprise skills However, the skills considered are generally focused around particular contexts, and are, thus, confined to certain parts of the curriculum rather than others The research points out some gaps in the application of experiential learning approaches that possibly contribute to impeding the efficient development of graduate enterprise skills In doing so, the research emphasises the importance of formally addressing the development of enterprise skills as part of schools’ strategies or philosophies in order to have them intentionally developed as part of the learning objectives across all modules by all academics
In conclusion, this research highlights the significance of the context in developing enterprise skills, and shows how the contexts in which enterprise skills are developed affect the way in which these skills are demonstrated, as well as the ability to demonstrate those skills in other contexts Accordingly, the research proposes two original models suggesting that the more a person is exposed to different contexts in which he/she is allowed the opportunity to develop enterprise skills, the more that person’s skills become transferable Last but not least, the research proposes a third original model suggesting six essential aspects of experiential learning This model will help in implementing experiential learning approaches more efficiently in ways that could overcome the several identified gaps, and, thus, enhance the value of these learning approaches as means to develop graduates’ enterprise skills
20 citations
01 Jun 2006
TL;DR: In this article, the authors introduce the opportunities and potential problems associated with live projects, and provide a critical introduction to the educational context for such work, based on a study exploring the learning outcomes and issues related to the implementation of such projects.
Abstract: This guide is aimed at design studio tutors who intend to run a live project for their students as an alternative to a studio based project in Architecture, Landscape Architecture and Urban Design courses (although it will have relevance to other built environment disciplines). It will introduce the opportunities and potential problems associated with live projects, and provide a critical introduction to the educational context for such work, based on a study exploring the learning outcomes and issues related to the implementation of such projects (Sara, 2004).
20 citations
01 Jan 2005
TL;DR: In this article, the authors used collaborative groups and guided questions in a hybrid web-enhanced learning environment in which students attended class face-to-face and online, and found that the students working individually with guided questions significantly outperformed the other treatment groups.
Abstract: Considering the popularity of Web-based instruction (WBI), the research on instructional design and pedagogy for WBI is limited. Specifically, further research on developing learning strategies to improve interaction, cognitive engagement, and motivation for WBI is needed. To enhance complex problem solving in WBI, this study used collaborative groups and guided questions in a hybrid web-enhanced learning environment in which students attended class face-to-face and online. A Problem-Based Learning (PBL) approach was used to design a complex problem scenario for the students. PBL uses authentic, complex problems as the impetus for learning and fosters the acquisition of both disciplinary knowledge and problem-solving skills (Edens, 2000; Flynn & Klein, 2001; Levin, 1995).
The participants were pre-service teachers enrolled in an introductory educational technology course in the College of Education at a large university in the southeastern United States. Students voluntarily participated in the study as an optional part of class activities. The study was designed as a 2 × 2 factorial design. The independent variables used were collaborative groups (presence vs. absence), and guided questions (present vs. absent). The dependent variables of this study were (a) learning outcomes that were determined by measuring students' final products with scoring rubrics, (b) learning processes that were evaluated by observation and review of discussion board postings, and (c) attitudes toward problem solving that were measured by questionnaires and the Instructional Material Motivation Survey (IMMS). Students were engaged in solving a scenario for three weeks and participated in both classroom and online discussion activities. A mixed method study design was applied, which combined an experimental study and qualitative data analysis that included interviews, discussion board message analysis, and observations.
The result of this experimental study showed that the students working individually with guided questions (IQ) significantly outperformed the other treatment groups. It appeared that guided questions were an effective learning strategy for solving complex problems. There were no significant differences for problem-solving attitude among the four groups. The high mean score and the analysis of interviews suggested a ceiling effect for their problem solving attitude. The result from the discussion board message analysis showed a positive relationship between a high level of group discussion engagement and the problem solving outcome. The study implied that, in order for students to gain the full benefits from collaborative group work, the group discussion process should be moderated, especially when students are novice learners in problem solving. Additionally, using guided questions was effective when students worked individually and used the questions as a guideline or checklist. Findings from this study will inform future research efforts on collaborative learning and complex problem solving in web-enhanced educational environments.
20 citations
20 citations