Advertisement

Sustaining Change for PBL at the Course Level

Taking the Scholarly Approach
  • Khairiyah Mohd-Yusof
Chapter

Abstract

Problem based learning (PBL) has always been acknowledged as a powerful approach to develop students’ learning, professional skills, and positive attitudes (Mohd-Yusof et al., 2016; Duderstadt, 2008; Strobel, 2007; Polanco, Claderon, & Delgado, 2001; Woods et al., 2000; Barrows & Tamblyn, 1980). However, being highly student-centred, it is seen to be more difficult to implement compared to other active learning approaches. The need for proper planning and preparation also renders PBL to be difficult to sustain, especially in the absence of institutional support, acknowledgement, and reward.

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  1. Abdul, A. A., Mohd-Yusof, K., Udin, A., & Mohamad Y. J. (2013). Inculcating awareness of sustainable development in first year engineering students: A comparative study of pedagogical approaches (Paper Session 4.1). Proceedings 5th Research in Engineering Education Symposium 2013, Putrajaya, Malaysia.Google Scholar
  2. Albanese, M. A., & Mitchell, S. (1993). Problem-based learning: A review of literature on its outcomes and implementation issues, Academic Medicine, 68(1), 52–81.CrossRefGoogle Scholar
  3. Barrows, H., & Tamblyn, R. (1980). Problem-based learning: An approach to medical education (Vol. 1). New York, NY: Springer Publishing Company.Google Scholar
  4. Biggs, J. (1996). Enhancing teaching through constructive alignment. Higher Education, 32, 347–364.CrossRefGoogle Scholar
  5. Bransford, J., Vye, N., & Bateman, H. (2004). Creating high-quality learning environments: Guidelines from research on how people learn, national academy of sciences (pp. 159–197). London: Open University Press.Google Scholar
  6. de Graaff, E. D., & Kolmos, A. (2003). Characteristic of problem-based learning. International Journal of Engineering Education, 19(5), 657–662.Google Scholar
  7. Duch, B. J. (2001). Models for problem-based instruction in undergraduate courses. In B. J. Duch, S. E. Groh, & D. E. Allen (Eds.), The power of problem-based learning (pp. 39–45). Virginia, VA: Stylus Publishing.Google Scholar
  8. Duderstadt, J. (2008). Engineering for a changing world: A roadmap to the future of engineering practice, research and education. Ann Arbor, MI: The University of Michigan, The Millennium Project.Google Scholar
  9. Helmi, S. A., Mohd-Yusof, K., Abu, M. S., & Mohammad, S. (2011). An instrument to assess students’ engineering problem solving ability in cooperative problem-based learning (CPBL). Paper AC 2011–2720, ASEE Annual Conference, Vancouver, Canada.Google Scholar
  10. Helmi, S. A., Mohd-Yusof, K., Phang, F. A., Mohammad, A., & Abu, M. S. (2013). Inculcating team-based problem solving skills, part 1: Enhancing problem solving elements (Paper Session 3a.3). Proceedings 5th Research in Engineering Education Symposium 2013, Putrajaya, Malaysia.Google Scholar
  11. Johnson, D. W., Johnson, R. T., & Smith, K. A. (2006). Active learning: Cooperation in the college classroom (3rd ed.). Edina, MN: Interact Book Company.Google Scholar
  12. Jonassen, D., Davidson, M., Collins, C., Campbell, J., & Haag, B. B. (1995). Constructivism and computer-mediated communication in distance education. The American Journal of Distance Education, 9(2), 7–26.CrossRefGoogle Scholar
  13. Kolmos, A., Fink, F. K., & Krogh, L. (2006). The Aalborg PBL model: Progress, diversity and challenge. Aalborg: Aalborg University Press.Google Scholar
  14. Mohammad-Zamry, J., Mohd-Yusof, K., Harun, N. F., & Helmi, S. A. (2010). A guide to the art of crafting engineering problems for problem based learning (PBL). In K. Mohd-Yusof, N. A. Azli, A. M. Kosnin, S. K. Yusof, & Y. M. Yusof (Eds.), Outcome-based science, technology, engineering, and mathematics education: Innovative practices (pp. 62–84). Hershey, PA: IGI Global.Google Scholar
  15. Mohd-Yusof, K., Abu, M. S., & Harun, J. (2004a, December). Promoting active learning in Universiti Teknologi Malaysia: A bottom-up, top-down approach. Proceedings in Conference on Engineering Education 2004, Kuala Lumpur.Google Scholar
  16. Mohd-Yusof, K. Hassim, M. H., & Azila, N. M. A. (2004b, March 16–17). A first attempt at problem based learning in process dynamics and control course for chemical engineering undergraduates at Universiti Teknologi Malaysia. 5th Asia Pacific Conference on Problem-based Learning, Petaling Jaya.Google Scholar
  17. Mohd-Yusof, K., Helmi, S. A., Mohammad-Zamry, J., & Nor-Farida, H. (2011). Cooperative problem based learning: A practical model for a typical course. International Journal Emerging Technologies, 6(3), 12–20.Google Scholar
  18. Mohd-Yusof, K., Phang, F. A., & Helmi, S. A. (2013, July 5–6). Inculcating team-based problem solving skills, part 2: Enhancing team-working skills (Paper Session 3a.3). Proceedings 5th Research in Engineering Education Symposium 2013, Putrajaya, Malaysia.Google Scholar
  19. Mohd-Yusof, K., Wan-Alwi, S. R., Sadikin, A. N., & Abdul-Aziz, A. (2015). Inculcating sustainability among first year engineering students using cooperative problem based learning. In J. P. Davim (Ed.), Sustainability in higher education (pp. 67–93). Kidlington: Elseiver.CrossRefGoogle Scholar
  20. Mohd-Yusof, K., Sadikin, A. N., Phang, F. A., & Abdul-Aziz, A. (2016). Instilling professional skills and sustainable development among first year engineering students. International Journal of Engineering Education, 32(1), 333–347.Google Scholar
  21. Phang, F. A., Mohd-Yusof, K., Helmi, S. A., & Hassim, M. H. (2012). Engineering students perception on learning through cooperative problem based learning (cpbl) for the first time. Paper AC 2012–2957, ASEE Annual Conference, San Antonio, TX.Google Scholar
  22. Polanco, R., Calderon, P., & Delgado, F. (2001). Problem-based learning in engineering students: Its effects on academic and attitudinal outcomes. In P. Little & P. Kandlbinder (Eds.), The power of problem-based learning (pp. 111–125). Newcastle: PROBLARC.Google Scholar
  23. Prince, M. J. (2004). Does active learning work? A review of the research. Journal of Engineering Education, 93(3), 223–231.CrossRefGoogle Scholar
  24. Radzali, U, S., Mohd-Yusof, K., & Phang, F. A. (2013, July 5–6). Engineering educators’ perception on changing teaching approach (Paper Session 1.2). Proceedings 5th Research in Engineering Education Symposium 2013, Putrajaya, Malaysia.Google Scholar
  25. Stroble, J. (2007). Compound problem solving: Workplace lessons for engineering education. Proceedings of the 2007 Midwest Section ASEE Conference, Wichita State University, Wichita, KS.Google Scholar
  26. Strobel, J. (2008). Report on focus group discussion with PBL Students. Unpublished.Google Scholar
  27. Tan, O. S. (2003). Problem-based learning innovation: Using problems to power learning in the 21st century. Singapore: Thomson Learning.Google Scholar
  28. Woods, D. R. (1996). Problem-based learning: Helping your students gain most from PBL (3rd ed.). Waterdown, Ontario: D. R. Woods Publishing.Google Scholar
  29. Woods, D. R., Felder, R. M., Rugarcia, A., & Stice, J. M. (2000). The future of engineering education: III. Developing critical skills. Chemical Engineering Education, 34(2), 108–117.Google Scholar
  30. Yusof, K. M., Tasir, Z., Harun, J., & Helmi, S. A. (2005). Promoting problem-based learning (PBL) in engineering courses at Universiti Teknologi Malaysia. Global Journal of Engineering Education, 9(2), 175–184.Google Scholar

Copyright information

© Sense Publishers 2017

Authors and Affiliations

  • Khairiyah Mohd-Yusof
    • 1
  1. 1.Centre for Engineering EducationUniversiti Teknologi MalaysiaMalaysia

Personalised recommendations