Problem-Based Learning: Perspectives, Methods and Challenges


Ruth Henderson (Editor)

Series: Education in a Competitive and Globalizing World
BISAC: EDU051000

There is a worldwide interest today in improving the quality of education. Improving teaching for a more professional world is necessary; in fact, the application of the European Higher Education has encouraged the use of methodologies increasing learning activity in recent years. One of the most popular active learning methods is project-based learning or problems-based learning (PBL). Despite this methodology being developed more than 30 years ago, it has shown to be one of the most suitable methodologies for obtaining meaningful learning. It also has the advantage of being combined with other modern learning techniques such as e-learning and m-learning.

The relevance of this technique and a collaboration of personal experience have led to this book. This book contains three distinct parts. The first part will contain the basics of this PBL and a review of the literature of the last years. The second part will contain practical examples of successful implementations of PBL conducted in different universities. In the last part, novel implementations of PBL combined with different methods of distance learning will be exposed, ie PBL combined with e-learning, PBL combined with synchronous classroom and PBL combined with m-learning. Finally, in the last chapter, the conclusions of this research are outlined. (Imprint: Nova)

Table of Contents

Table of Contents


Chapter 1. Understanding Students’ Experiences of Problem-based Learning through an Analysis of Basil Bernstein’s Pedagogic Device
Steven W. Whitcombe and Teena J. Clouston (Lecturer in Occupational Therapy and Health Professional Education, Reader in Occupational Therapy and Occupational Science, School of Healthcare Sciences, College of Biomedical and Life Sciences, Cardiff University, Cardiff, UK)

Chapter 2. Invisible Pedagogy: Developing Problem-Based Learning in Digital Contexts
Wendy Barber and Roland vanOostveen (Faculty of Education, University of Ontario Institute of Technology, Oshawa, Canada)

Chapter 3. Problem-Based Learning, Best Practice in High School Science Teaching
María Esther Urrutia Aguilar, Mónica Aburto Arciniega, Rosalinda Guevara Guzmán, Irene Durante Montiel, and Angélica Arce Cedeño (Facultad de Medicina, Universidad Nacional Autónoma de México, Col. Copilco Universidad, México)

Chapter 4. A PBL Training Program for Facilitators and Students Rooted in the Constructivist Philosophy
Francine D. Salinitri, Brian L. Crabtree and Sheila M. Wilhelm (Wayne State University Eugene Applebaum College of Pharmacy and Health Sciences, Detroit, MI, USA)

Chapter 5. Introduction of Problem-Based Learning in an Undergraduate Medical Education Program: Challenges and Opportunities in Curricular Reform
Kulsoom Ghias and Rashida Ahmed (Department of Biological and Biomedical Sciences, Co-chair Undergraduate Curriculum Committee, Aga Khan University, Karachi, Pakistan, and others)

Chapter 6. Problem-Based Learning in Undergraduate Medicine: Perspectives, Challenges and Approaches
Michelle McLean (Professor, Academic Lead: Problem-based Learning, Faculty of Health Sciences & Medicine, Bond University, Gold Coast, Queensland, Australia)

Chapter 7. Problem-Based Learning in a School of Pharmacy: 12 Years of Experience and Continued Evolvement
Heather A. Kehr and Jacqueline L. Olin (Associate Professor of Pharmacy, Professor of Pharmacy, Wingate University School of Pharmacy, Wingate, North Carolina, USA)

Chapter 8. Science Education through Problem-Based Learning: A Review of Research Focused on Students
Laurinda Leite, Luís Dourado and Sofia Morgado (University of Minho, Braga, Portugal)

Chapter 9. PBL and Technology-Supported Learning: Exploring the Right Blend
Henk Huijser and Megan Yih Chyn A. Kek (Xi’an Jiaotong-Liverpool University, Suzhou, China/ Batchelor Institute, Batchelor, Australia & University of Southern Queensland, Toowoomba, Australia)

Chapter 10. Using Cognitive Load Theory to inform a Problem Based Approach to Learning Engineering Mathematics
Michael Peters (Aston University, Birmingham, UK)


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