Abstract
The incorporation of innovation into teaching routines in a university setting invariably runs up against various obstacles. Problems linked to student numbers in each group, student motivation, the necessary technical or infrastructural resources or time constraints on their implementation are usually cited as the causes (or as the justification) that make it impossible to introduce changes into teaching and learning processes. The result is that traditional teaching methods predominate in university classrooms, which are highly teacher-centred and which entail standard assessment systems. One important drawback to introducing active-learning processes, such as problem-based learning (PBL), is that they are designed for small groups of students.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
References
Albanese, M. A., & Mitchell, S. (1993). Problem-based learning: A review of literature on its outcomes and implementation issues. Academic medicine, 68, 52–81.
Barrows, H. S. (1986). A taxonomy of problem-based learning methods. Medical Education, 20, 52–54.
Barrows, H. S., & Tamblyn, R. M. (1980). Problem-based learning: An approach to medical education. New York: Springer Verlag.
Bridges, E. M. (1992). Problem based learning for administrators. Eugene, OR: ERIC Clearing-house on Educational Management.
Brown, J. S., Collins, A., & Duguid, P. (1989, January/February). Situated cognition and the culture of learning. Educational Researcher, 18(1),32–44.
Charlin, B., Mann, K., & Hansen, P. (1998). The many faces of problem-based learning: A framework for understanding and comparison. Medical Teacher, 20, 323–330.
Casanueva, C., & Vazquez, I. (2007). Innovación en los aprendizajes de la titulación de turismo [Innovation in learning methods for Tourism qualifications]. Sevilla: Universidad de Sevilla.
Cook, R. J., & Sackett, D. L. (1995). The number needed to treat: a clinically useful measure of treatment effect. British Medical Journal, 310, 452–454.
Coombs, G., & Elden, M. (2004). Introduction to the special issue: Problem-Based Learning as Social Inquiriy – PLB and management education. Journal of Management Education, 28, 523–535.
Davis, M. H., & Harden, R. M. (1999). Problem-based learning: A practical guide. Medical Teacher, 21, 130–140.
Fleiss, J. L. (1981). Statistical methods for rates and proportions. New York: John Wiley and Sons.
Fleiss, J. L. (1986). The design and analysis of clinical experiments. New York: John Wiley and Sons.
Gallego, A., & Casanueva, C. (2007). Innovación en la metodologóa docente de Organización de Empresas. El aprendizaje basado en problemas. In C. Casanueva & I. Vazquez (Eds.), Innovación en los aprendizajes de la titulación de turismo (pp. 265–274). Sevilla: Universidad de Sevilla.
Harden, R. M., & Davis, M. H. (1998). The continuum of problem-based learning. Medical Teacher, 20, 317–322.
Harden, R. M., Sowden, S., & Dunn, W. R. (1984). Some educational strategies in curriculum development: The SPICES model. Medical Education, 18, 284–297.
Hemker, H. C. (1998). Critical perceptions on problem-based learning. Advances in Health Sciences Education, 3, 71–76.
Knowles, M. (1980). Modern practice of adult education: From pedagogy to andragogy. Cambridge: Adult Education.
Miller, J. S. (2004). Problem-Based Learning in organizational behavior class: Solving students’ real problems. Journal of Management Education, 28, 578–590.
Nienke, B., & Louk, P. (2000). Innovative business education: ‘Problem-oriented learning’ - some results. In L. Borghans, W. H. Gijselaers, R. G. Milter, & J. E. Stinson (Eds.), Educational innovation in economics and business V. business education for the changing workplace (pp. 169–186). Dordrecht: Kluwer.
Norman, G. R., & Schmidt, H. G. (1992). The psychological basis of problem based learning: A review of the evidence. Academic Medicine, 67, 557–565.
Rhem, J. (1998). Problem based learning: An introduction. The National Teaching & Learning Forum, 8(1).
Ross, B. (1991). Towards a framework for problem based curricula. In D. Boud & G. Faletti (Eds.), The challenge of problem based learning (pp. 34–41). London: Kogan Page.
Savery, J. R., & Duffy, T. M. (1995). Problem based learning: An instructional model and its constructivist framework. Educational Technology, 35(5), 31–38.
Schechtman, E. (2002). Odds ratio, relative risk, absolute risk reduction, and the number needed to treat—which of these should we use? Value in Health, 5, 431–436.
Schmidt, H. (1993). Foundations of problem based learning: Some explanatory notes. Medical Education, 27, 422–432.
Schön, D. A. (1987). Educating the reflective practitioner: Toward a new design for teaching and learning in the professions. San Francisco: Jossey-Bass
Vernon, D. T. A., & Blake, R. L. (1993). Does problem-based learning work? A meta-analysis of evaluative research. Academic Medicine, 68, 550–563.
Walton, H. J., & Matthews, M. B. (1989). Essentials of problem-based learning. Medical Education, 23, 539–558.
Westberg, J., & Jason, H. (1993). Collaborative clinical education: The foundation of effective health care. New York: Springer.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2009 Springer Science+Business Media B.V.
About this chapter
Cite this chapter
Gallego, Á., Casanueva, C. (2009). Business Learning in Large Groups: Experimental Results of Problem-Based Learning. In: Daly, P., Gijbels, D. (eds) Real Learning Opportunities at Business School and Beyond. Advances in Business Education and Training, vol 2. Springer, Dordrecht. https://doi.org/10.1007/978-90-481-2973-7_3
Download citation
DOI: https://doi.org/10.1007/978-90-481-2973-7_3
Publisher Name: Springer, Dordrecht
Print ISBN: 978-90-481-2972-0
Online ISBN: 978-90-481-2973-7
eBook Packages: Humanities, Social Sciences and LawEducation (R0)