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Article: Facilitators' perspective on the factors that affect the effectiveness of the problem-based learning process

TitleFacilitators' perspective on the factors that affect the effectiveness of the problem-based learning process
Authors
Issue Date2015
Citation
Innovations in Education and Teaching International (In press), 2015 How to Cite?
AbstractMany educational researchers have established problem-based learning (PBL) as a total approach to education – both as a product and process – from a pedagogical instructional strategy to skills development to assessment. This study provides qualitative evidence from educational practitioners in various professional disciplines, namely Medicine, Engineering, Dentistry, and Science in Ireland and Hong Kong, for some of the identifiable issues that affect the effectiveness of the PBL process: the actual problem, the assessment, the students’ pre-college learning culture and the facilitator’s role. Given the increasing level of faculty interest in PBL in higher education, it is evident that training and guidelines must be provided. Moreover, a clear understanding of PBL and communications between curriculum developers and PBL facilitators is vitally important to ensure the effectiveness of PBL implementation. Findings also suggest that the pre-college learning culture has the least influence on PBL effectiveness, provided that students are given numerous opportunities to work collaboratively from the start of their university studies.
Persistent Identifierhttp://hdl.handle.net/10722/199633

 

DC FieldValueLanguage
dc.contributor.authorChan, CKYen_US
dc.date.accessioned2014-07-22T01:26:05Z-
dc.date.available2014-07-22T01:26:05Z-
dc.date.issued2015en_US
dc.identifier.citationInnovations in Education and Teaching International (In press), 2015en_US
dc.identifier.urihttp://hdl.handle.net/10722/199633-
dc.description.abstractMany educational researchers have established problem-based learning (PBL) as a total approach to education – both as a product and process – from a pedagogical instructional strategy to skills development to assessment. This study provides qualitative evidence from educational practitioners in various professional disciplines, namely Medicine, Engineering, Dentistry, and Science in Ireland and Hong Kong, for some of the identifiable issues that affect the effectiveness of the PBL process: the actual problem, the assessment, the students’ pre-college learning culture and the facilitator’s role. Given the increasing level of faculty interest in PBL in higher education, it is evident that training and guidelines must be provided. Moreover, a clear understanding of PBL and communications between curriculum developers and PBL facilitators is vitally important to ensure the effectiveness of PBL implementation. Findings also suggest that the pre-college learning culture has the least influence on PBL effectiveness, provided that students are given numerous opportunities to work collaboratively from the start of their university studies.en_US
dc.languageengen_US
dc.relation.ispartofInnovations in Education and Teaching Internationalen_US
dc.titleFacilitators' perspective on the factors that affect the effectiveness of the problem-based learning processen_US
dc.typeArticleen_US
dc.identifier.emailChan, CKY: cecilia.chan@caut.hku.hken_US
dc.identifier.authorityChan, CKY=rp00892en_US
dc.identifier.doi10.1080/14703297.2014.961501-
dc.identifier.hkuros230446en_US

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