Abstract
Problem-based learning (PBL) is an instructional method in which students work in collaborative groups to identify what they need to learn through facilitated problem solving. PBL can be very challenging to implement, as it requires a lot of planning and hard work. This qualitative research reports on the challenges in practicing PBL at one local institute in Malaysia. Data was collected using interviews and focus group involving one teacher and ten students’. Findings show that work overload, lack of training, role changes, wide curriculum coverage, attitudes and inadequate resources are some of the challenges identified. Most often the problems are not exhaustive, but if they are not dealt with, they may undermine the benefits that PBL offers. A survey type of research is foreseeable involving other PBL practitioners, in order to identify which problems pose the greatest challenge and thus address these problems.
Highlights
Much has been said about the mismatch of graduates in light of the demands of the workplace (Swiatek, 2000; Rowley & Purcel, 2001)
Before the findings are further elaborated, suffice to say that all respondents agreed that Problem-based learning (PBL), albeit the challenges mentioned, has benefitted them to a certain extend
The Technical Training Officer (TTO) indicated that one of the most critical problems encountered in using PBL is the development of PBL process skills
Summary
Much has been said about the mismatch of graduates in light of the demands of the workplace (Swiatek, 2000; Rowley & Purcel, 2001). Wall (2007) has identified ten common skills most needed by would-be employer: the ability to manage time; to be self-understanding; to learn effectively from various sources; to work in a team; to lead; to work for and with diverse people; to make decisions; to grasp workplace ethics and values; to handle crisis; and, most importantly, to have the ability to identify, prioritize and solve problems, including the ability to ask the right questions, sort out the many facets of the problem, and determine possible solutions These challenges have forced German-Malaysia Institute (GMI) to take pre-emptive action in consolidating the learning and teaching approach; there was a need for the implementation of Pro3Based Learning (Pro3BL), consisting of problem-based learning, project-based learning and production-based learning (GMI Team, 2010). In order to foster the holistic development of these three competences, GMI has decided to shift its rather ad-hoc and piecemeal practice of student-centred learning to a more comprehensive and strategic framework using the Pro3Based Learning model
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