Implementing problem-based learning in higher education in Asia: challenges, strategies and effect

Hallinger, Philip; Lu, Jiafang

doi:10.1080/1360080x.2011.565000

Cited by 39 publications

(44 citation statements)

References 19 publications

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“…Although we remain disappointed by the absence of stronger quantitative and mixed methods evaluations of these technological adaptations of PBL in educational leadership (e.g., Hallinger et al, 2010;Hallinger & Lu, 2011a, 2011bShowanasai et al, 2013;Tang, 2015), we concur that this line of curriculum and instructional design is worthy of additional empirical exploration. In this regard, we also wish to affirm the assertion made by scholars (Mann et al, 2011;Showanasai et al, 2013) that problem-based computer simulations offer a unique opportunity for conducting higher quality empirical research on PBL.…”

Section: Observedmentioning

confidence: 86%

“…(Mann et al, 2010, p. 284) Other scholars employing problem-based computer simulations have reported similarly positive experiences (Hallinger & Kantamara, 2001;Hallinger & McCary, 1990;Ng, 2001;Showanasai et al, 2013;Tang, 2015). Mixed methods data indicate high levels of learner engagement, a strong perception of learning that is connected to practice, and enhanced capacity for developing higher order thinking among learners through the interactive capacities offered by simulations (e.g., Hallinger et al, 2010;Hallinger & Kantamara, 2001;Hallinger & Lu, 2011a, 2011bMayer et al, 2001;Ng, 2001;Tang, 2015). Ng's (2001) research offers a particularly interesting offshoot within this line of research and practice.…”

Section: Observedmentioning

confidence: 99%

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A Systematic Review of Research on the Use of Problem-Based Learning in the Preparation and Development of School Leaders

Hallinger

Bridges

2016

Educational Administration Quarterly

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Problem: Problem-based learning (PBL) was introduced into the parlance of educational leadership and management almost 30 years ago. During the ensuing decades, a global community of professors, doctoral students, and curriculum designers has built upon early models with the goal of increasing the impact of school leadership preparation. This systematic review of the literature addressed three questions: (1) What is the scope and composition of the literature on PBL in educational leadership preparation and development? (2) What have we learned about the implementation and effects of PBL in educational leadership? (3) What directions should future research take in this domain? Method: For the review, we employed quantitative analysis and critical synthesis of 73 sources on the use of PBL in school leadership preparation and development published between 1989 and 2016. Findings: The literature on problem-based leadership preparation in education consisted primarily of descriptive studies of how PBL has been used in individual programs and courses. Progress was identified in terms of developing suitable learning strategies and curriculum designs

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Section: Observedmentioning

confidence: 86%

Section: Observedmentioning

confidence: 99%

A Systematic Review of Research on the Use of Problem-Based Learning in the Preparation and Development of School Leaders

Hallinger

Bridges

2016

Educational Administration Quarterly

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“…Indeed, implementing a PBL curriculum in practice is a long-term process and can have significant challenges regarding both financial and human resources (e.g. Hallinger and Lu, 2011):…”

Section: Effective Teaching Behaviours In Higher Educationmentioning

confidence: 99%

Promoting Skills for Innovation in Higher Education

Hoidn

Kärkkäinen

2014

OECD Education Working Papers

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Higher education plays an important role in providing people with skills for innovation, but a number of important questions remain as to what kind of higher education teaching The paper was prepared by Sabine Hoidn (Harvard University) and Kiira Kärkkäinen (formerly OECD Directorate for Education and Skills). It forms part of the CERI Innovation Strategy for Education and Skills.Stéphan Vincent-Lancrin, Senior Analyst and Project Leader, EDU, stephan.vincent-lancrin@oecd.org JT03351152Complete document available on OLIS in its original format This document and any map included herein are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or area.

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“…To implement any of these in full requires a large resource input, without guaranteed success (Hallinger and Lu, 2011). Yet, the past decade has seen substantial developments in the provision of engaging, interactive and online learning resources utilised in flexible spatial learning environments (Carver, 2005;Veenendaal, 2000;Veenendaal, et al, 2005).…”

Section: Delivery Of Contentmentioning

confidence: 99%

“…In essence, a new concept starts as a problem rather than a didactically described theory. The problem needs to be a realistic one similar to one that may be faced in industry, and students take more responsibility for their own learning (Hallinger and Lu, 2011). The PBL trait of small group learning was not formally followed, although many students in on-campus tutorial classes tended to naturally work in small groups, aided by the laboratory layout with four computers grouped around each desk.…”

Section: Practical Workmentioning

confidence: 99%

Building Interactivity in Higher Education to Support Student Engagement in Spatial Problem Solving and Programming

Gulland

Veenendaal

Schut

2012

Int. Arch. Photogramm. Remote Sens. Spatial Inf. Sci.

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ABSTRACT:Problem-solving knowledge and skills are an important attribute of spatial sciences graduates. The challenge of higher education is to build a teaching and learning environment that enables students to acquire these skills in relevant and authentic applications. This study investigates the effectiveness of traditional face-to-face teaching and online learning technologies in supporting the student learning of problem-solving and computer programming skills, techniques and solutions. The student cohort considered for this study involves students in the surveying as well as geographic information science (GISc) disciplines. Also, students studying across a range of learning modes including on-campus, distance and blended, are considered in this study. Student feedback and past studies reveal a lack of student interest and engagement in problem solving and computer programming. Many students do not see such skills as directly relevant and applicable to their perceptions of what future spatial careers hold. A range of teaching and learning methods for both face-to-face teaching and distance learning were introduced to address some of the perceived weaknesses of the learning environment. These included initiating greater student interaction in lectures, modifying assessments to provide greater feedback and student accountability, and the provision of more interactive and engaging online learning resources. The paper presents and evaluates the teaching methods used to support the student learning environment. Responses of students in relation to their learning experiences were collected via two anonymous, online surveys and these results were analysed with respect to student pass and retention rates. The study found a clear distinction between expectations and engagement of surveying students in comparison to GISc students. A further outcome revealed that students who were already engaged in their learning benefited the most from the interactive learning resources and opportunities provided.

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Implementing problem-based learning in higher education in Asia: challenges, strategies and effect

Cited by 39 publications

References 19 publications

A Systematic Review of Research on the Use of Problem-Based Learning in the Preparation and Development of School Leaders

A Systematic Review of Research on the Use of Problem-Based Learning in the Preparation and Development of School Leaders

Promoting Skills for Innovation in Higher Education

Building Interactivity in Higher Education to Support Student Engagement in Spatial Problem Solving and Programming

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