A Roadmap to Increase Active Learning: Reading Methodology Courses with Problem-Based Learning in Professional Learning Communities

Abstract

Active learning engages students and prompts them to think critically, work collaboratively, express ideas, explore knowledge, make connections, and reflect. Problem-based learning (PBL) is an active learning strategy commonly utilized in STEM courses. The author of this study explored the use of PBLs in a reading methodology course. The findings revealed increased student retention of knowledge when using PBLs in Professional Learning Communities, compared to traditional formats. Student recall and perceptions were examined in a collaborative environment, therefore providing a roadmap of integration, increased participation, and student success.