The problem in Problem-Based Learning (PBL)
Designing a problem that can meet the course objectives is an essential ingredient in the success of a pbl classroom. While many admit that pbl offer many advantages in terms of encouraging learner autonomy, active learner participation and involvement in their own learning processes, constraints of...
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| Main Author: | |
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| Format: | Conference or Workshop Item |
| Language: | English |
| Published: |
2008
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| Subjects: | |
| Online Access: | http://irep.iium.edu.my/1239/1/PBL_-_ILC_2008.pdf http://irep.iium.edu.my/1239/ |
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| Institution: | Universiti Islam Antarabangsa Malaysia |
| Language: | English |
| Summary: | Designing a problem that can meet the course objectives is an essential ingredient in the success of a pbl classroom. While many admit that pbl offer many advantages in terms of encouraging learner autonomy, active learner participation and involvement in their own learning processes, constraints of time frequently deter practitioners from choosing pbl.
This presentation will review the basic principles underlying the PBL approach. Ways of how to design problems in an introductory sociolinguistics class will be demonstrated. In addition insight into the reactions of students who took the course will also be presented. The presenter will draw on experience of classroom practice and offer practical suggestions for overcoming the peril of writing problems for the PBL classroom.
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