Abstract
Purpose The paper aims to explore the effect of problem-based learning (PBL) embedding degree and education level on individual perception, as well as the moderating effect of nationality. Design/methodology/approach The paper first conceptualizes PBL embedding degree which means the extent of applying PBL. It takes an empirical study on an international MBA class in one of the first-class universities in China. An investigation is taken with the designed “PBL-based Cognitive Perception Scale” and an Ordered Probit Model is constructed. Findings The findings of this study are as follows: PBL embedding degree has a significant effect on the cognitive perception of student, which varies in different dimensions; the educational level of international student positively affects the cognitive perception toward PBL; and nationality may moderate the relationship between the PBL embedding degree and individual perception. Originality/value The paper replenishes the investigation and application of Bloom’s Taxonomy of Learning. By conceptualizing PBL embedding degree, the paper extends the research perspectives of PBL and proposes a subjective method on the evaluation of PBL. The paper also may provide a guidance for PBL curriculum design with sustainable development of education.
Highlights
The nature of education is cultivating student with a potential capability of autonomous growth, which leads heuristic teaching more crucial
As Problem-based learning (PBL) combined learning with tasks or problems to engage the learners in the context, the change in the PBL embedding degree was more likely to affect the individual perception of student that are more closely related to physical skills, including the fourth dimension “more participation,” and the fifth dimension “ability improvement in solving problems.”
The results showed that the significance of the PBL embedding degree and the educational level did not change in the five dimensions
Summary
The nature of education is cultivating student with a potential capability of autonomous growth, which leads heuristic teaching more crucial. Evolutionary education regards learning subject as a high developed self-organization system, with an innate tendency toward ordering. The development of learning subject is a process of autonomous evolution, in which, the inner motivation is the basic reason, while the quality change is the consequence. The aim of education is helping student to develop and grow continuously. Traditional university have adopted teaching process that transmit knowledge to student. Universities need to adopt new and more effective teaching methods to improve student’ learning ability instead of just transmitting knowledge to them. Teaching based on the competencies of sustainability presents a new challenge for university teacher, as well as an opportunity (Leicht et al, 2018) for the evolution of the student autonomous learning ability
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