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Article: Facilitators’ Perspectives Of The Factors That Affect The Effectiveness Of Problem-based Learning Process

TitleFacilitators’ Perspectives Of The Factors That Affect The Effectiveness Of Problem-based Learning Process
Authors
Issue Date2014
PublisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/14703297.asp
Citation
Innovations in Education and Teaching International, 2014, v. 53 n. 1, p. 25-34 How to Cite?
AbstractMany educational researchers have established problem-based learning (PBL) as a total approach to education – both a product and a process – from a pedagogical instructional strategy to skills development to assessment. This study provides qualitative evidences from educational practitioners in various professional disciplines, namely, Medicine, Engineering, Dentistry, and Science in Ireland and Hong Kong, on 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, clear understanding of PBL and communications between curriculum developers and PBL facilitators are vitally important for ensuring effectiveness of PBL implementation. Findings also suggest that the pre-college learning culture is least influential 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/10722/235413
ISSN
2015 Impact Factor: 0.585
2015 SCImago Journal Rankings: 0.477

 

DC FieldValueLanguage
dc.contributor.authorChan, CKY-
dc.date.accessioned2016-10-14T13:53:09Z-
dc.date.available2016-10-14T13:53:09Z-
dc.date.issued2014-
dc.identifier.citationInnovations in Education and Teaching International, 2014, v. 53 n. 1, p. 25-34-
dc.identifier.issn1470-3297-
dc.identifier.urihttp://hdl.handle.net/10722/235413-
dc.description.abstractMany educational researchers have established problem-based learning (PBL) as a total approach to education – both a product and a process – from a pedagogical instructional strategy to skills development to assessment. This study provides qualitative evidences from educational practitioners in various professional disciplines, namely, Medicine, Engineering, Dentistry, and Science in Ireland and Hong Kong, on 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, clear understanding of PBL and communications between curriculum developers and PBL facilitators are vitally important for ensuring effectiveness of PBL implementation. Findings also suggest that the pre-college learning culture is least influential on PBL effectiveness, provided that students are given numerous opportunities to work collaboratively from the start of their university studies.-
dc.languageeng-
dc.publisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/14703297.asp-
dc.relation.ispartofInnovations in Education and Teaching International-
dc.rightsPreprint: This is an Author's Original Manuscript of an article published by Taylor & Francis Group in [JOURNAL TITLE] on [date of publication], available online: http://www.tandfonline.com/doi/abs/[Article DOI]. Postprint: This is an Accepted Manuscript of an article published by Taylor & Francis Group in [JOURNAL TITLE] on [date of publication], available online at: http://www.tandfonline.com/doi/abs/[Article DOI]. -
dc.titleFacilitators’ Perspectives Of The Factors That Affect The Effectiveness Of Problem-based Learning Process-
dc.typeArticle-
dc.identifier.emailChan, CKY: cecilia.chan@caut.hku.hk-
dc.identifier.authorityChan, CKY=rp00892-
dc.identifier.doi10.1080/14703297.2014.961501 -
dc.identifier.hkuros270276-
dc.identifier.volume53-
dc.identifier.issue1-
dc.identifier.spage25-
dc.identifier.epage34-
dc.publisher.placeUnited Kingdom-

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