Abstract
Problem-Based Learning (PBL) is an inductive learning approach that uses a realistic problem as the starting point of learning. Unlike in medical education, which is more easily adaptable to PBL, implementing PBL in engineering courses in the traditional semester system set-up is challenging. While PBL is normally implemented in small groups of up to ten students with a dedicated tutor during PBL sessions in medical education, this is not plausible in engineering education because of the high enrolment and large class sizes. In a typical course, implementation of PBL consisting of students in small groups in medium to large classes is more practical. However, this type of implementation is more difficult to monitor, and thus requires good support and guidance in ensuring commitment and accountability of each student towards learning in his/her group. To provide the required support, Cooperative Learning (CL) is identified to have the much needed elements to develop the small student groups to functional learning teams. Combining both CL and PBL results in a Cooperative Problem-Based Learning (CPBL) model that provides a step by step guide for students to go through the PBL cycle in their teams, according to CL principles. Suitable for implementation in medium to large classes (approximately 40-60 students for one floating facilitator), with small groups consisting of 3-5 students, the CPBL model is designed to develop the students in the whole class into a learning community. This paper provides a detailed description of the CPBL model. A sample implementation in a third year Chemical Engineering course, Process Control and Dynamics, is also described.
Highlights
Problem Based Learning (PBL) gained world-wide interest as an innovative technique that engage learners for deep learning, and develop a multitude of crucial professional skills, especially self-directed learning and problem solving [1], which are essential in graduates for the 21st Century [2,3]
Since having functional teams in which students can harmoniously cooperate is crucial for successful Problem-Based Learning (PBL) implementation [17], a framework that can guide students to go through the whole PBL cycle step by step as a team would be helpful for small groups in medium to large class settings
The Cooperative Problem-Based Learning (CPBL) model proposed in this paper is suited for implementation in a typical engineering course
Summary
Problem Based Learning (PBL) gained world-wide interest as an innovative technique that engage learners for deep learning, and develop a multitude of crucial professional skills, especially self-directed learning and problem solving [1], which are essential in graduates for the 21st Century [2,3]. Small group tutorials are not normally feasible and practical when the number of students to faculty member ratio is high This model was even deemed to be costly for medical schools with class sizes of more than 100 [11]. Since having functional teams in which students can harmoniously cooperate is crucial for successful PBL implementation [17], a framework that can guide students to go through the whole PBL cycle step by step as a team would be helpful for small groups in medium to large class settings. The CPBL model is a combination of PBL and CL to emphasize learning and solving problems in small student teams (consisting of 3-5 students) in a medium sized class, of up to 60 students for one floating academic staff or facilitator. The framework, designed based on constructive alignment [20, 21], serves as scaffolding for guiding students in going through CPBL
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