Implementing Problem-based learning in a University Faculty with a high research profile
Author(s):
Coral Mary Pepper
Conference:
ECER 2008
Network:
22. Research in Higher Education
Format:
Paper

Session Information

22 SES 02C, Teaching and Learning in Higher Education (Part 1) Problem-based Learning

Paper Session

Time:
2008-09-10
11:15-12:45
Room:
B2 215
Chair:
Mary Eileen Thornton

Contribution

Problem-based learning (PBL) is a recognised teaching and learning strategy used to engage students in deep rather than surface learning. It is also viewed as a successful strategy to align university courses with the real-life professional work students are expected to undertake on graduation (Biggs, 1999). Problem based learning is practised internationally, for example, in Europe, Australia and the United States (Dolmans et al., 2005; Savin-Baden, 2000; Schwartz et al., 2001). Due to the international achievements of PBL the Faculty of Natural and Agricultural Sciences at The University of Western Australia implemented the strategy during 2007. The phenomenological approach was adopted for the research and this paper reports on the implementation process during 2007 and 2008. It also describes participants’ understanding of the changes required to shift their focus from ‘what the teacher is teaching’ to ‘what the students are learning’.

Method

A case study methodology will be adopted to examine and report on implementing PBL across the Faculty. Participants will be selected through purposeful sampling where unit coordinators engaging with the PBL initiative will be approached for in-depth interviews. Semi-structured interviews designed to probe such participants’ experience of implementing PBL will be conducted. Narratives will be developed from these to represent the data (Conle, 2003; Wildy & Pepper, 2005). A randomly selected group of students enrolled in the units will also be invited to participate in a similar process. In addition lecturers and students will be invited to complete a survey to elicit their views on the implementation. This methodology offers the opportunity to obtain rich and powerful data with high face validity from teachers as they participate in changing elements of the culture of teaching in this Faculty.

Expected Outcomes

The research builds on a study undertaken during 2007 (Pepper, in press) and offers insights for the future in this and other tertiary institutions. As changing elements of the culture of teaching are documented we too may perhaps find links to the concept of Bildung.

References

Biggs, J. (1999). What the student does: teaching for enhanced learning. Higher Education Research & Development 18 (1) 57-75. Conle, C. (2003). An anatomy of narrative curricula. Educational Researcher 32 (3), 3-15. Dolmans, D.H., De Grave, W. Wolfhagen, I.H. and van der Vleuten, C.P. (2005). Problem-based learning: future challenges for educational practice and research, Medical Education 39, 732-741. Pepper, C. (in press). Implementing change against the odds: Problem-Based Learning at university, Issues in educational research. Prange, K. (2004). Bildung: a paradigm regained? European educational research journal 3 (2), 501-509. Savin-Baden, M. (2000). Problem-based learning in higher education: Untold stories. Buckingham, UK. SRHE and Open University Press. Schwartz, P., Mennin, S. and Webb, G. (2001). (Eds). Problem-based learning; Case studies, experience and practice London, UK. Kogan Page Limited. Wildy, H. and Pepper, C. (2005). Using narratives to develop standards for leaders: Applying an innovative approach in Western Australia. Educational Researcher & Perspectives 32 (2), 122-141.

Author Information

Coral Mary Pepper
The University of Western Australia
Faculty of Natural and Agricultural Sciences
Perth
14

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