An Integrative Framework for Problem-Based Learning and Action Learning

Scott, K. S.

doi:10.1177/1534484317693090

Cited by 49 publications

(22 citation statements)

References 113 publications

(370 reference statements)

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“…This method has since become a popular model for medical education worldwide. There are five key categories of PBL, namely, cooperative learning, self-determination, information processing, problem-solving, and contextual learning [1].…”

Section: Introductionmentioning

confidence: 99%

Observational Application Comparing Problem-Based Learning with the Conventional Teaching Method for Clinical Acupuncture Education

Kim

2019

Evidence-Based Complementary and Alternative Medicine

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Aim. Although the problem-based learning (PBL) teaching method was introduced in 1969, its rapid and widespread application in Malaysia started in 1979. This study aimed to evaluate satisfaction with PBL compared to that of conventional learning, using satisfaction surveys and the Rosenberg Self-Esteem scores, of students learning clinical acupuncture at the School of Traditional Chinese Medicine (TCM), Xiamen University Malaysia. Method. The participants of this study (N=36) were registered for a bachelor’s degree program in TCM in 2016 and enrolled in the Science of Acupuncture and Moxibustion course beginning in September 2018. The students were randomly allocated into two groups: PBL group and conventional group. A self-administered learning satisfaction survey and the Rosenberg Self-Esteem scores were used for data collection. An independent sample t-test was used to compare the results between the two groups. A p-value <0.05 was considered significant. Results. The results of the learning satisfaction survey and Rosenberg Self-Esteem scores were significantly better in the PBL group than in the conventional group (p<0.05). Conclusions. PBL appears to be more effective for clinical acupuncture education than the conventional teaching method. However, further studies are needed to identify the mechanisms by which PBL excels in clinical acupuncture education, as well as other related TCM fields.

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Section: Introductionmentioning

confidence: 99%

Observational Application Comparing Problem-Based Learning with the Conventional Teaching Method for Clinical Acupuncture Education

Kim

2019

Evidence-Based Complementary and Alternative Medicine

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“…In order to answer Higher Order Questions, high logical reasoning is required, high logical thinking is needed by students in the classroom learning process, especially in answering questions, because students need to use their knowledge, understanding, and skills in connecting it into a new situation. [8].…”

Section: B Higher Order Thinking Skillsmentioning

confidence: 99%

Higher Order Thinking Skills to Enhance Millennial Students Through Active Learning Strategies

Romadhoni¹,

Nurlaela²

2018

Proceedings of the International Conference on Indonesian Technical Vocational Education and Association (APTEKINDO 2018)

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This study aims to reveal the application of active learning strategy type student created a case study to improve motivation and learning outcomes. The research subject is a culinary education of home economics students. It was observed by tests, field notes, profile documentation. The analyzes were performed through interactive analysis techniques including data reduction, data presentation, and conclusions. The result shows the number of students with less diligent and tenacious in facing difficulties and duties before the action was held by 10.7%, at the end of the action becomes 71.43%. Students are less brave in answering questions and doing practice questions before the 50% action takes place, at the end of the action becomes 92.86%. Students are less happy in finding and solving problems before the action is 10.7%, at the end of the action becomes 78.57%. The results of written tests conducted before the action and after the action shows an increase in student learning outcomes. Prior to the result of the students' learning outcomes that get value> 70 equal to 21,43% and at the end of action become 78,57%. The conclusion of this research is the implementation of an active learning strategy type student created case study to improve higher order thinking skill was succeed.

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“…Against this background, action learning (AL) emerges as a promising alternative. Scott (2017) defined AL as a collaborative, experience-based approach to learning where participants solve complex, real-world problems by taking action and reflecting on the experience. It is argued that AL's capacity to combine collective action on real-world problems with careful reflection on the experience can better prepare learners to handle the problems they will meet in professional life (Groves et al, 2018;Lackéus, 2014;Rae, 2009;Yeo & Gold, 2011).…”

Section: Introductionmentioning

confidence: 99%

“…However, while popular in the organizational world, where it is recognized as one of the most valuable tools for managerial learning and development (Brook & Milner, 2014), AL has not been fully accepted or adopted by business schools (Ruane, 2016). Although intuitively appealing, a lack of empirical studies limits our understanding of which competencies AL fosters in business students and the impact AL has in the transferability of the competencies gained in the business school to the workplace (Cho & Egan, 2009;Rae, 2009;Ruane, 2016;Scott, 2017).…”

Section: Introductionmentioning

confidence: 99%

“…By researching these questions, this study seeks to develop insight into the impact of AL beyond executive training to include undergraduate education. If AL can indeed be as effective for undergraduates as it is for experienced managers, business educators could explore AL as a mean to bridge the relevance gap that has been haunting management education for decades (Edmonstone, 2015;Scott, 2017).…”

Section: Introductionmentioning

confidence: 99%

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The Effectiveness and Impact of Action Learning on Business Graduates’ Professional Practice

Perusso

Sijde

Leal

et al. 2020

Journal of Management Education

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The organizational world has long recognized action learning (AL) as an invaluable tool for managerial development. However, AL’s popularity among organizations did not translate into its adoption by business schools. A lack of evidence on what competencies AL fosters in students and whether these competencies transfer to practice has limited its wider acceptance. We address this issue by examining the learning outcomes of an undergraduate business program that has been using AL as a central didactical feature for the past 10 years. Based on a qualitative cross-sectional study following five alumni cohorts, results show that AL fosters the development of knowledge (theoretical and practical), skills (communication and collaboration), and attitudes (self-knowledge and self-efficacy); competencies graduates transferred to practice years after completing the program. Although management education has been continually criticized for its inability to provide undergraduates with the competencies necessary for practice, our study shows that AL contributes to narrowing this relevance gap. It also expands our understanding of the effectiveness and impact of AL beyond executive training to include undergraduate education, thus informing and inviting educators to consider AL as an alternative to expand their teaching practices.

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An Integrative Framework for Problem-Based Learning and Action Learning

Cited by 49 publications

References 113 publications

Observational Application Comparing Problem-Based Learning with the Conventional Teaching Method for Clinical Acupuncture Education

Observational Application Comparing Problem-Based Learning with the Conventional Teaching Method for Clinical Acupuncture Education

Higher Order Thinking Skills to Enhance Millennial Students Through Active Learning Strategies

The Effectiveness and Impact of Action Learning on Business Graduates’ Professional Practice

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