A report on the dual learning outcomes of implementing a problem-based learning approach within the multimedia applications classroom

Annetta Stack

Research output: Chapter in Book/Report/Conference proceedingConference contributionpeer-review

Abstract

This paper explores problem-based learning (PBL) from a dual perspective: it firstly examines the issues and stages of planning deemed necessary for the delivery of effective PBL within a classroom environment; and secondly it investigates the effects of PBL on the student learning experience. One of the challenges in planning and implementing PBL pertains not only to aligning problems and tasks with final learning outcomes but in creating holistic learning experiences where knowledge and skills acquired during PBL can be transferred to other learning domains in an effort to create meaningful and deep learning experiences. Adopting a PBL approach automatically promotes many facets of constructivist learning theory as discussed in this paper. The study was conducted over one semester-a period of twelve weeks with four contact hours per week. The first section of this paper discusses the preliminary design process and subsequent implementation of the PBL approach. The second section of the paper presents the findings of the study from both students and facilitators perspective-this section discusses the challenges posed and issues arising from PBL.

Original languageEnglish
Title of host publicationProceedings of 36th European Society for Engineering Education, SEFI Conference on Quality Assessment, Employability and Innovation
EditorsFlemming K. Fink
PublisherSense Publishers
ISBN (Electronic)9789087905712
Publication statusPublished - 2008
Event36th SEFI Annual Conference 2008 - Aalborg, Denmark
Duration: 02 Jul 200805 Jul 2008

Publication series

NameProceedings of 36th European Society for Engineering Education, SEFI Conference on Quality Assessment, Employability and Innovation

Conference

Conference36th SEFI Annual Conference 2008
Country/TerritoryDenmark
CityAalborg
Period02/07/200805/07/2008

Keywords

  • Autonomous learners
  • Lifelong learning
  • Peer assessment
  • Problem-based learning
  • Self-directed learning
  • Social collaborative experiences

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