Promoting student learning through a student-centred problem-based learning subject curriculum

This study, adopting an action-learning approach, aimed to redesign an existing problem-based learning (PBL) subject curriculum to accommodate the learning potential and interests of students. Based on students' perceptions of learning and learning experiences with PBL, a Subject Planning Team...

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Bibliographic Details
Published inInnovations in education and teaching international Vol. 41; no. 2; pp. 157 - 168
Main Authors Chung, Jenny C. C., Chow, Susanna M. K.
Format Journal Article
LanguageEnglish
Published London Taylor and Francis Ltd 01.05.2004
Taylor & Francis Group Journals
Taylor & Francis
Taylor & Francis Inc
Subjects
Academic Achievement
Behavioral Objectives
Cognitive style
Comparative Analysis
Critical thinking
Curricula
Curriculum subjects: programmes and methods
Educational Environment
Educational objectives
Educational sciences
Experiential Learning
Feedback
Independent study
Learning Activities
Learning Motivation
Learning Processes
Occupational therapy
Outcomes of Education
Peers
Perceptions
Problem Based Learning
Problem solving
Questionnaires
Student Attitudes
Student Centered Curriculum
Student Interests
Teachers
Teaching Methods
Thinking Skills
Undergraduate Students
Mexico
Engineering
Curriculum
Higher Education
Learning environment
Verbal Communication
Problem Solving
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Summary:This study, adopting an action-learning approach, aimed to redesign an existing problem-based learning (PBL) subject curriculum to accommodate the learning potential and interests of students. Based on students' perceptions of learning and learning experiences with PBL, a Subject Planning Team (SPT) consisting of both students and teachers was established to design a student-centred PBL subject curriculum, which aimed to address the difficulties former students encountered when learning through a problem-oriented approach, and to align the contents and assessments of the subject with the students' learning needs and potential. The study was evaluated by the students' learning outcomes and by the quality of the subject in promoting learning. Students showed a higher degree of motivation to learn and achieved better learning outcomes compared to the previous PBL implementation. In summary, this study highlighted the importance of matching the learning capability of students with the right types of learning activities.
ISSN:1470-3297
1470-3300
DOI:10.1080/1470329042000208684