Using Problem-Based Learning to Develop Graduate Skills

Blumhof, Jennifer; Hall, Marianne; Honeybone, Andrew

doi:10.11120/plan.2001.00040006

Cited by 13 publications

(11 citation statements)

References 4 publications

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“…This article will not attempt to describe PBL in detail as there are a number of excellent discussions and case studies already written on the topic to which readers can refer (e.g. Boud & Feletti, 1991a;Shepherd & Cosgriff, 1998;Evensen & Hmelo, 2000a;Savin-Baden, 2000;Blumhof et al, 2001;Savin-Baden, 2001;SavinBaden & Major, 2004;Savin-Baden & Wilkie, 2004;Drennon, 2005;Spronken-Smith, 2005;Krain & Shadle, 2006;Pawson et al, 2006;Savin-Baden & Wilkie, 2006). Purported learning benefits of PBL include students taking responsibility for their own learning, increased student motivation and interest, increased learning and ability of students to learn (Boud & Feletti, 1991b) and encouraging students to think about complex real-world problems and issues that are more likely to be typical of situations that they will encounter in the workplace (Shepherd & Cosgriff, 1998;Maufette et al, 2004;Krain & Shadle, 2006;Pawson et al, 2006).…”

Section: Introductionmentioning

confidence: 97%

Teaching Introductory Geographic Information Systems through Problem-based Learning and Public Scholarship

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2010

Journal of Geography in Higher Education

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Teaching geographic information systems (GIS) requires linking concepts with technical skills, which can be challenging, especially in standard lecture and laboratory-format courses. This paper reports on an introductory undergraduate GIS course that incorporated a community-driven problem-based learning exercise as a major component of the course. Analysis of student performance and course evaluations indicates that the exercise was effective in aiding student learning of GIS, while also teaching research and other professional development skills, and providing insight into an important social issue within their community. Benefits and cautions are discussed from the perspective of students, instructor, university and local community.

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Section: Introductionmentioning

confidence: 97%

Teaching Introductory Geographic Information Systems through Problem-based Learning and Public Scholarship

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2010

Journal of Geography in Higher Education

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“…These studies made a number of recommendations relating to how physical science degree programmes should better support the development of students' transferable skills throughout degree programmes. Subsequent work in chemistry and other disciplines has focused on the use of student-centred active learning experiences, teamwork and authentic assessment practices to develop these skills (Blumhof, Hall et al 2001;Carmona-Murillo, González-Macías et al 2013;Freeman, Eddy et al 2014;Williams & Handa 2016).…”

Section: Introductionmentioning

confidence: 99%

Measuring the Impact of Context and Problem Based Learning Approaches on Students’ Perceived Levels of Importance of Transferable & Workplace Skills

Williams

Hin²

2017

NEW DIR TEACH PHYS SCI

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Year-one chemistry students at two different institutions were asked to rate the importance of a series of discipline-specific, transferable and laboratory skills by responding to a series of Likert-type questions. The students at both institutions had studied similar curricula but had different levels of experience of the Context and Problem Based Learning (C/PBL) approach. Analysis of the responses to the questionnaire was conducted by determining the “Level of Importance” (reported as the percentage of students at each Institution rating each skills as “Important” or “Very Important”). Both cohorts assigned a very similar level of importance to all discipline-specific and laboratory skills (i.e. under 10% difference). There were larger (>15%) differences between responses from the two institutions to statements on two transferable skills: Team-working Skills and Oral Presentation Skills, the cohort with exposure to C/PBL giving the higher level of importance in each case. This study has revealed some potentially important differences in the perceived level of importance chemistry students place on the development of oral presentation and team-working skills which may be related to the use of C/PBL in the early stages of degree programmes. The study has also shown that the level of importance students assign certain transferable skills (such as Problem Solving Skills) may be independent of exposure to C/PBL.Keywords: CBL; PBL; Transferable Skills; Workplace Skills; Active Learning; Chemistry

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“…Boud, 1988) and increasingly in a GEES-context (e.g. Savin-Baden, 2001;Blumhoff et al, 2001). Teamwork is often used as part of PBL and we wished to show students the importance of teams as a means of enhancing learning as well as solving problems.…”

Section: Introductionmentioning

confidence: 99%

A Geomorphological ‘Icebreaker’ exercise in team-development for problem-based learning

Whalley

2003

Planet

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This paper describes an 'icebreaker' used at the start of a final year geomorphology module. Teamwork was designed to be an important component of a module which involved a mix of problem-based and curriculum-mode learning. Each team had to collect and reassemble six parts of one of several images dispersed amongst the class. The instructions were given in written form for the exercise which was designed to take 20 minutes, including a review and feedback period. The aim of the exercise was to show that even a simple task required appreciation of the need to work collaboratively in a team.

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Using Problem-Based Learning to Develop Graduate Skills

Cited by 13 publications

References 4 publications

Teaching Introductory Geographic Information Systems through Problem-based Learning and Public Scholarship

Teaching Introductory Geographic Information Systems through Problem-based Learning and Public Scholarship

Measuring the Impact of Context and Problem Based Learning Approaches on Students’ Perceived Levels of Importance of Transferable & Workplace Skills

A Geomorphological ‘Icebreaker’ exercise in team-development for problem-based learning

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