Student Perceptions of Problem Based Learning

Author(s):

Coral Pepper

Conference:

ECER 2009

Network:

22. Research in Higher Education

Format:

Paper

Session Information

22 SES 05 B, Problem-Based Learning (PBL) in Higher Education Studies

Paper Session

Time:

2009-09-29

08:30-10:00

Room:

HG, HS 30

Chair:

Contribution

In this paper I report on student perceptions of Problem Based Learning (PBL) in a Science Faculty at The University of Western Australia over a two year implementation period. Problem Based Learning is practised internationally, for example, in Europe, Australia and the United States (Biggs, 2003; Dolmans et al., 2005; Kolmos, 2008; Savin-Baden, 2000; Schwartz et al., 2001). Due to this international reputation, as a successful teaching and learning strategy to engage students in deep learning, PBL was introduced across the Faculty of Natural and Agricultural Sciences in 2007. Data were obtained from all students for analysis at the completion of each PBL task throughout 2007 and 2008. This phenomenological approach offers the opportunity to obtain rich and powerful data for analysis of the student perspective and permits a comparison with the European experience.

Method

Student feedback sheets were completed by all students undertaking a PBL task during 2007 and 2008. A total of 23 tasks were written across Level 1, Level 2 and Level 3 units over the two years. Information was sought at the completion of each task to elicit individual student perspectives and to ensure students could reflect on their learning. Student responses to their likes and dislikes of PBL were collated and analysed. Data are presented in a series of tables. To complete the analysis responses were clustered in themes along a continuum (Ryan & Bernard, 2003). Student perceptions of PBL are compared and contrasted with the perceptions of international students (Kolmos, 2008; Kolmos et al., 2008; Schwartz, 2001)

Expected Outcomes

The research builds on earlier studies (Pepper, 2008; Pepper, in press). While many students reported higher engagement and welcomed the opportunity to take greater responsibility for their own learning others reported being less enamoured of the strategy and the uncertainties they faced during PBL tasks. In this paper I acknowledge the international teaching and learning agenda to facilitate deep learning and student centred learning in universities.

References

Biggs, J. (2003). Teaching for quality learning at university. Berkshire, UK: Open University Press. Dolmans, D. H., De Grave, W., Wolfhagen, E. H. & van der Vleuten, C. P. (2005). Problem-based learning: Future challenges for educational practice and research. Medical Education, 39, 732-741. Kolmos, A. (2008). Problem based learning and the course structure review: an opportunity to develop integrated learning. Workshop for the Faculty of Engineering, Computing and Mathematics and the Centre for the Advancement of Teaching and Learning at The University of Western Australia, November 2008. Kolmos, A., Du. X., Holgaard, J. & Jensen, L. (2008). Facilitation in a PBL environment. Publication for the Centre for Engineering Education Research and Development, Aalborg University. Pepper, C. (2007). Implementing Problem-Based Learning in a science faculty. Issues in Educational Research, 18(1). Pepper, C. (Under review). Problem Based Learning in Science. Interdisciplinary Journal of Problem Based Learning. Ryan, G. W. & Bernard, H. R. (2003). Techniques to identify themes. Field Methods, 15(1), 85-109. Savin-Baden, M. (2000). Problem-based learning in higher education: Untold stories. Buckingham: Open University Press. Schwartz, P., Mennin, S. & Webb, G. (2001). (Eds.), Problem-based learning: Case studies, experience and practice. London, UK: Kogan Page Limited.

Author Information

Coral Pepper

The University of Western Australia

Faculty of Natural and Agricultural Sciences

Perth

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