Problem‐based learning in tertiary education: teaching old “dogs” new tricks?

Abstract

Purpose

The paper sets out to explore the challenges of problem‐based learning (PBL) in tertiary education and to propose a framework with implications for practice and learning.

Design/methodology/approach

A total of 18 tertiary students divided into three groups participated in the focus group discussions. A quantitative instrument was used as triangulation to gather data on 15 statements through Likert scale ratings. In addition, semi‐structured interviews were conducted with eight tertiary PBL facilitators.

Findings

Quotes from the participants are used to support the key themes and issues that have emerged from the data. Quantitative data in the form of numerical figures and bar charts are used to support certain important issues.

Research limitations/implications

The main limitation is that this study was carried out within a single context – the Temasek Engineering School. The data collected might be restricted to PBL experiences in the engineering field. However, this study provides implications for further research, including comparative studies.

Practical implications

The successful development of PBL will depend on re‐establishing the strategic direction of PBL within a certain context, evaluating the social and learning structures associated with power distribution, and providing non‐routine rigorous educational systems to enhance learning.

Originality/value

The value is the balanced approach adopted in this study with outcomes that are of concern to a variety of people, including students, teachers and administrators. The PBL framework is constructed based on both educational and organisational learning theories.

Citation

Yeo, R.K. (2005), "Problem‐based learning in tertiary education: teaching old “dogs” new tricks?", Education + Training, Vol. 47 No. 7, pp. 506-518. https://doi.org/10.1108/00400910510626358