Problem-Based Learning In The Business Curriculum: An Alternative To Traditional Approaches

1995 ◽  
pp. 261-267 ◽  
Author(s):  
John E. Merchant
Keyword(s):  
Problem Based Learning ◽  
Business Curriculum ◽  
Traditional Approaches

scholarly journals The effect of problem-based learning approach on academic success and motivation in science education

2015 ◽  
Vol 5 (5) ◽  
pp. 625-636
Author(s):  
İsmail Kılıç ◽  
Ayhan Moralar
Keyword(s):  
Academic Success ◽  
Primary School ◽  
Science And Technology ◽  
Problem Based Learning ◽  
Control Group ◽  
Learning Approach ◽  
Traditional Approaches ◽  
Academic Year ◽  
Experimental Group ◽  
Technology Course

The aim of this study is to investigate the effect of problem-based learning approach of "Matter and Heat" unit taking place in science and technology course involved in the curriculum of the 6th grade on the students' academic success and motivation towards science and technology course. The research was designed and implemented according to "pretest-posttest control group" experimental model. 6-A class (N=16) attending Büyükkarakarlı Primary School, Hayrabolu county, Tekirdağ was determined as the experimental group intentionally biased by the researcher in the second semester of 2009-2010 academic year. 6-A class (N=20) attending Hüseyin Korkmaz Primary School, Hayrabolu county, Tekirdağ was determined randomly among three sections of the 6th class as the control group. While problem-based learning approach was implemented for the experimental group; traditional approaches were applied in the control group. While implementing problem-based learning approach for the experimental group, problem scenarios developed by the researcher were used. "Academic Achievement Test" and "Science and Technology Course Motivation Scale" were used as the data collection tools. By means of data analysis, it is found out that problem-based learning approach is more effective than traditional method in terms of developing academic success on science and technology course and motivation towards this course.

scholarly journals A Comparative Study of Problem-Based Learning and Traditional Approaches in College English Classrooms: Analyzing Pedagogical Behaviors Via Classroom Observation

2020 ◽  
Vol 10 (6) ◽  
pp. 105
Author(s):  
Shifang Tang ◽  
Manli Long ◽  
Fuhui Tong ◽  
Zhuoying Wang ◽  
Henan Zhang ◽  
...  
Keyword(s):  
Language Proficiency ◽  
English Language ◽  
Group Discussion ◽  
Problem Based Learning ◽  
Instructional Time ◽  
Warm Up ◽  
College English ◽  
English Classrooms ◽  
Activity Structure ◽  
Traditional Approaches

In this study, we described and compared an English as a foreign language (EFL) teacher’s pedagogical behaviors in traditional and problem-based learning (PBL) classroom settings in a Chinese university. In spring 2019, we collected six 45-min videos, three in each condition, covering three modules: (a) warm-up and vocabulary, (b) essay structure, and (c) writing. The analyses of the teacher’s pedagogical behaviors and her interaction with students indicated that the instructor spent most of the instructional time delivering higher-order thinking content in both traditional and PBL classes. The teacher’s activity structure influenced students’ communication mode. Although the instructor provided students with more group discussion activities in the PBL classroom, lecturing was observed to be the primary delivery method in both classes. These results suggest that the application of PBL strategies in the EFL classroom did not significantly restructure the teacher’s pedagogical behaviors, and thus, failed to achieve the goal of providing students with more opportunities for improving their expressive English language proficiency. These findings underscore the need to develop an effective PBL-related curriculum and professional development opportunities for EFL teachers to effectively implement the PBL approach in the classroom.

Mentoring for Work Based Learning

2014 ◽  
pp. 249-263
Author(s):  
Emma O’Brien ◽  
Ileana Hamburg
Keyword(s):  
Web 2.0 ◽  
Informal Learning ◽  
Problem Based Learning ◽  
Research Projects ◽  
Web 2.0 Tools ◽  
The Past ◽  
Use Of Technology ◽  
Personal Level ◽  
Traditional Approaches ◽  
Share Information

Technology, particularly in the past decade, has significantly changed they way people communicate, interact, share information and learn. It offers a place independant of time and location to reach expertise and individuals that would have been impossible to otherwise attain. On a personal level, through the use of Web 2.0, individuals freely exchange knowledge and information. However at a professional level, particularly within companies, individuals are slower to use these tools to learn, share and acquire knowledge, byintegrating these techologies with a mentoring programme it can encourage their use in the free exchange of information and knowledge. Although mentoring has been widely used throughout history it does not come without its limitations. This chapter explores the use of mentoring in the context of informal learning within organisations. It examines use of Web 2.0 tools to support mentoring in companies and its ability to overcome some of the weaknesses in traditional approaches to mentoring. Furthermore the chapter explores the use of problem based learning in aligning learning outcomes in a mentoring programme and the use of technology to support this. The chapter gives an overview of three research projects which have been conducted into the use of technology mediated mentoring for informal learning within companies.

Problem-based learning: the good, the bad, and the ugly

1998 ◽  
Vol 62 (9) ◽  
pp. 650-655
Author(s):  
MJ Aldred ◽  
SE Aldred
Keyword(s):  
Problem Based Learning

Implementing problem based learning

1990 ◽  
Vol 54 (9) ◽  
pp. 548-549 ◽  
Author(s):  
LA Branda
Keyword(s):  
Problem Based Learning

Pragmatic versus Morphological/Syntactic Criteria for Language Referrals

1980 ◽  
Vol 11 (2) ◽  
pp. 85-94 ◽  
Author(s):  
Jack Damico ◽  
John W. Oller
Keyword(s):  
Grade Level ◽  
The State ◽  
Verb Agreement ◽  
Remedial Programs ◽  
Service Training ◽  
Traditional Approaches ◽  
Communicative Effectiveness

Two methods of identifying language disordered children are examined. Traditional approaches require attention to relatively superficial morphological and surface syntactic criteria, such as, noun-verb agreement, tense marking, pluralization. More recently, however, language testers and others have turned to pragmatic criteria focussing on deeper aspects of meaning and communicative effectiveness, such as, general fluency, topic maintenance, specificity of referring terms. In this study, 54 regular K-5 teachers in two Albuquerque schools serving 1212 children were assigned on a roughly matched basis to one of two groups. Group S received in-service training using traditional surface criteria for referrals, while Group P received similar in-service training with pragmatic criteria. All referrals from both groups were reevaluated by a panel of judges following the state determined procedures for assignment to remedial programs. Teachers who were taught to use pragmatic criteria in identifying language disordered children identified significantly more children and were more often correct in their identification than teachers taught to use syntactic criteria. Both groups identified significantly fewer children as the grade level increased.

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