1887

Abstract

This paper focuses on the implementation of problem–based learning (PBL) in an engineering program, and argues that implementation of problem-based learning needs to be placed in a context and must be developed with careful consideration of the social, economic, and ethnic diversity of the student population and the university academic culture and prevailing norms. The paper includes a brief history, selected PBL models, strategies to infuse PBL in an engineering program, and suggestions for redesigning classes and courses to catalyze change in the classroom environment through students' engagement. The paper also addresses the potential difficulties that could arise during implementation of PBL, particularly when instructors are new to this instructional method.

Loading

Article metrics loading...

/content/papers/10.5339/qproc.2014.wcee2013.2
2014-07-01
2020-09-24
Loading full text...

Full text loading...

/deliver/fulltext/qproc/2014/3/qproc.2014.wcee2013.2.html?itemId=/content/papers/10.5339/qproc.2014.wcee2013.2&mimeType=html&fmt=ahah

References

  1. Christensen CR, Garvin DA, Sweet A. Education for Judgment: The Artistry of Discussion Leadership. Cambridge, MA: Harvard Business School 1991.
    [Google Scholar]
  2. Smith KA, Sheppard SD, Johnson DW, Johnson RT. Pedagogies of engagement: classroom-based practices. J Eng Educ. 2005; 94:1:87102.
    [Google Scholar]
  3. Prince M. Does active learning work? A review of the research. J Eng Educ. 2004; 93:3:223231.
    [Google Scholar]
  4. Prince M, Felder RM. Inductive teaching and learning methods: definitions, comparisons and research bases. J Eng Educ. 2006; 95:2:123138.
    [Google Scholar]
  5. Randolph GB. Collaborative learning in the classroom: writing across the curriculum approach. J Eng Educ. 2000; 89:2:119122.
    [Google Scholar]
  6. Bloom BS. Taxonomy of Educational Objectives: The Classification of Educational Goals by a Committee of College and University Examiners. New York, NY: McKay Co. 1956;:189193.
    [Google Scholar]
  7. Kolb DA. Experiential Learning: Experience as the Source of Learning and Development. Englewood Cliffs, CA: Prentice Hall 1984.
    [Google Scholar]
  8. Frederick PJ. Student involvement: active learning in large classes. In: Weimer MG, ed. Teaching Large Classes Well. New Directions for Teaching & Learning no.32. San Francisco, CA: Jossey-Bass 1987.
    [Google Scholar]
  9. Millis BJ, Cottell PG Jr. Cooperative Learning for Higher Education Faculty. Phoenix, AZ: American Council on Education and The Oryx Press 1998.
    [Google Scholar]
  10. Johnson DW, Johnson RT, Smith KA. Cooperative Learning: Increasing College Faculty Instructional Productivity. ASHE-ERIC Report on Higher Education. Washington, DC: The George Washington University 1991.
    [Google Scholar]
  11. Springer L, Stanne M, Donavan S. Effects of small-group learning on undergraduates in science, mathematics, engineering, and technology: a meta-analysis. Rev Educ Res. 1999; 69:1:2152.
    [Google Scholar]
  12. Wales CE, Stager RA. The Guided Design Approach. Englewood Cliffs, NJ: Educational Technology Publications 1978.
    [Google Scholar]
  13. Mourtos NJ. The nuts and bolts of cooperative learning in engineering. J Eng Educ. 1997; 86:1:3537.
    [Google Scholar]
  14. Mayo P, Donnelly MB, Nash PP, Schwartz RW. Student perceptions of tutor effectiveness in problem based surgery clerkship. Teach Learn Med. 1993; 5:4:227233.
    [Google Scholar]
  15. Knowlton D, Sharp D. Problem-Based Learning in the Information Age. New Direct. Teach Learn. 2003(95);. San Francisco: Jossey-Bass.
    [Google Scholar]
  16. Barrows HS, Tamblyn RN. Problem-Based Learning: An Approach to Medical Education. New York, NY: Springer 1980.
    [Google Scholar]
  17. Barrows HS. Problem-Based Learning in Medicine and Beyond: A Overview. New Direct Teach Learn. 1996; 1996:68:312.
    [Google Scholar]
  18. Woods DR. Problem–Based Learning: How to Gain the Most from PBL. Waterdown, ON: Donald R. Woods 1994.
    [Google Scholar]
  19. Allen DE, Duch BJ, Groh SE. The power of problem-based learning in teaching introductory science courses. New Direct Teach Learn. 1996; 1996:68:4352.
    [Google Scholar]
  20. Tan OS. Problem-Based Learning Innovation: Using Problems to Power Learning in the 21st Century. Singapore: Thomson Learning 2003.
    [Google Scholar]
  21. Johnson DW, Johnson RT, Smith KA. Active Learning: Cooperation in the College Classroom. 2nd ed. Edina, MN: Interaction Book Company 1998.
    [Google Scholar]
  22. McLeod A. Discovery and facilitating deep learning states. NTLF. 1996; 5:6:17.
    [Google Scholar]
  23. Lowman J. Mastering the Technique of Teaching. San Francisco, CA: Jossey- Bass 1984.
    [Google Scholar]
  24. Creed T. Why We Lecture. Symposium: A Saint John's Faculty J. 1986; 5:1723.
    [Google Scholar]
  25. Verner C, Dickinson G. The lecture: an analysis and review of research. Adult Educ Q. 1967; 17:2:85100.
    [Google Scholar]
  26. Penner JG. Why Many College Teachers Cannot Lecture: How to Avoid Communication Breakdown in the Classroom. Springfield, IL: Charles C. Thomas 1984.
    [Google Scholar]
  27. Bonwell CC, Eison JA. Active learning: creating excitement in the classroom. ASHE-ERIC Higher Education Report No.1. Washington, DC: George Washington University 1991.
    [Google Scholar]
http://instance.metastore.ingenta.com/content/papers/10.5339/qproc.2014.wcee2013.2
Loading
/content/papers/10.5339/qproc.2014.wcee2013.2
Loading

Data & Media loading...

  • Received: 18 January 2014
  • Accepted: 30 April 2014
This is a required field
Please enter a valid email address
Approval was a Success
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error