scholarly journals Effects of Problem-Based Learning in Business Education: A Comparison Between a PBL and a Conventional Educational Approach

2004 ◽  
pp. 205-227 ◽  
Author(s):  
Piet van den Bossche ◽  
Mien Segers ◽  
David Gijbels ◽  
Filip Dochy
Keyword(s):  
Business Education ◽  
Problem Based Learning ◽  
Educational Approach

scholarly journals Problem-Based Learning On Students Critical Thinking Skills In Teaching Business Education In Malaysia: A Literature Review

2010 ◽  
Vol 3 (6) ◽  
pp. 19-32 ◽  
Author(s):  
Mohd Nazir Md Zabit
Keyword(s):  
Critical Thinking ◽  
Business Education ◽  
Teaching And Learning ◽  
Tertiary Education ◽  
Problem Based Learning ◽  
Empirical Support ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Educational Approach ◽  
Teaching Business

This review forms the background to explore and to gain empirical support among lecturers to improve the students’ critical thinking skills in business education courses in Malaysia, in which the main teaching and learning methodology is Problem-Based Learning (PBL).  The PBL educational approach is known to have maximum positive impacts in producing professional competencies among graduates in many educational disciplines.  However, there is limited discussion about PBL pedagogical approaches implemented in business education.  This approach has not been established as a major pedagogical method in schools of business around the world.  However, there are a few schools of business that use the implementation of PBL in their curriculum structures.  Studies that focused on that issue are implemented in various aspects, courses and using various methodologies. There are various materials which relate to PBL and critical thinking skills.  However, in Malaysia, the material is limited because of the lack of research relating to this methodology and lack of research documentations.  In Malaysia, the PBL method is only being practised at higher institutions of learning, and it is only limited to certain fields.  The analysis of this part tends to discuss PBL in tertiary education, examining the mechanism of the popular educational approach of PBL.  The analysis of PBL is intended to see if it may offer any solutions to problems encountered in various education, and to focus on its potential for implementation and impact on critical thinking skills in teaching business education. 

Management Education Collaboration Networks

2014 ◽  
Vol 4 (4) ◽  
pp. 1-16 ◽  
Author(s):  
Owen P. Hall ◽  
Kenneth D. Ko
Keyword(s):  
Performance Management ◽  
Business Education ◽  
Management Education ◽  
Implementation Strategies ◽  
Learning Technologies ◽  
Collaboration Network ◽  
Collaboration Networks ◽  
Curriculum Innovation ◽  
Educational Approach ◽  
And Performance

Management education has come a long way since Sir Isaac Pitman initiated the first correspondence course in the early 1840s. Today the demands from a globalized economy are causing a sea change in the way business education is being delivered. The traditional one-size-fits-all educational approach of the past is being replaced with a customized and flexible learning paradigm that focuses on student outcomes and performance. Management education collaboration networks can assist in this transformation. A primary function of a collaboration network is to provide the management education community with access to curriculum innovation, databases, cloud computing resources, mobile learning technologies and implementation strategies. The network design should be based on stakeholder attitudes, new learning technologies, globalization, changing demographics and sustainability. The purpose of this article is to highlight the results of a global survey on collaboration networks and to outline the role of cloud-based collaboration in the future of business education.

scholarly journals Perceptions of nurse educators about problem-based learning

Curationis ◽  
2000 ◽  
Vol 23 (2) ◽  
Author(s):  
MF Khumalo ◽  
NS Gwele
Keyword(s):  
Nursing Education ◽  
South African ◽  
Nurse Educators ◽  
Problem Based Learning ◽  
Self Directed Learning ◽  
Educational Approach ◽  
South African Society ◽  
Health Delivery ◽  
Directed Learning ◽  
Health Delivery System

The nursing education system has to aim at producing nurse professionals who are competent in the delivery of PHC to meet the changing needs of the South African society. This therefore, requires that nursing colleges in South Africa adopt curriculum approaches that develop links between theory and clinical practice and consequently prepare students to develop self directed learning skills, self reliance, the ability to utilise different intellectual, interpersonal and practical skills to make decisions and solve problems critically (SANC, 1985). A number of authors (Andrews & Jones, 1996; Creedy & Hand, 1994; Creedy, Horsfall & Hand, 1992; Heliker, 1994) suggested Problem-based learning (PBL) as the most appropriate educational approach which will equip students with the skills necessary to function in a comprehensive and primary focused health delivery system.

scholarly journals Problem-based Learning in Computer-assisted Translation Pedagogy

2018 ◽  
pp. 195 ◽  
Author(s):  
Christopher D. Mellinger
Keyword(s):  
Potential Application ◽  
Problem Based Learning ◽  
Learning Objectives ◽  
Professional Behavior ◽  
Computer Assisted ◽  
Constructivist Approach ◽  
Educational Approach ◽  
Skill Sets ◽  
Advantages And Disadvantages ◽  
Professional Fields

This article discusses problem-based learning (PBL) and its potential application to computer-assisted translation (CAT) pedagogy. Problem-based learning is situated in the CAT classroom as a final course component in which students challenge their previously-acquired knowledge and skill sets to solve unique, ill-defined problems that mirror those encountered in the language industry. This constructivist approach to education is designed to empower students to be self-directed, collaborative learners and to foster critical thinking and reflection. Moreover, problem-based learning is a means to encourage professional behavior and to develop skills beyond the mere use of translation technologies. This article explores the potential advantages and disadvantages of this educational approach as documented in related professional fields. In addition, the article addresses the ways in which problems are designed and implemented in the translation classroom, with a discussion of how they can and should be aligned with course learning objectives. The article concludes with a discussion of ways students’ work ought to be assessed to enhance gains often seen in PBL environments.

Problem-Based Learning in Fluency and Stuttering

2008 ◽  
Vol 18 (1) ◽  
pp. 43-46
Author(s):  
Barbara J. Amster
Keyword(s):  
Critical Thinking ◽  
Problem Based Learning ◽  
Graduate Course ◽  
Educational Approach

Abstract Problem Based Learning is a student oriented educational approach designed to help students develop critical thinking. Its use in a graduate course on fluency and stuttering is discussed. Examples of problem scenarios used in the class are provided. From the beginning to the end of the semester, students’ perceived competency of their knowledge and skill in fluency and stuttering significantly increased. It is speculated that the use of Problem Based Learning helped in this regard.

Design Thinking in Higher Education

2016 ◽  
pp. 306-328 ◽  
Author(s):  
Julia von Thienen ◽  
Adam Royalty ◽  
Christoph Meinel
Keyword(s):  
Problem Solving ◽  
Design Thinking ◽  
Empirical Studies ◽  
Problem Based Learning ◽  
Creative Problem Solving ◽  
Educational Approach ◽  
Problem Solving Skills ◽  
Work Spaces ◽  
Creative Problem ◽  
Problem Solving Process

This chapter introduces design thinking as an educational approach to enhance creative problem-solving skills. It is a problem-based learning paradigm that builds on three pillars: A creative problem solving process, creative work-spaces and collaboration in multi-perspective teams. This chapter discusses central elements of design thinking education and contrasts the approach to conventional education as well as other problem-based learning paradigms. In particular, design thinking classes harness a unique “look and feel” and “verve” to help students acquire and experience creative mastery. Furthermore, the chapter overviews empirical studies on design thinking education. Four studies are described in more detail: Experiments on the three pillars of design thinking and one case study where a university class curriculum has been changed to a design thinking paradigm. Finally, the chapter provides resources for readers who want to learn more about design thinking education.

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