Problem-based learning training and implementation: An analysis using semantics in Legitimation Code Theory

Salochana Lorraine Hassan

doi:10.18820/2519593x/pie.v38.i2.12

Abstract

This article focuses on Problem-based Learning (PBL) training within a Teaching Development Programme (TDP) and the subsequent application of PBL by candidates, as respondents in this study. An analysis of the training, which followed a medical model approach, is provided, as is the implementation of PBL within the various disciplinary contexts of the respondents. Legitimation Code Theory (LCT), specifically semantics, was applied as a conceptual tool in the analyses. The data for the study was gathered through: face-to-face interviews with alumni of the TDP; document analysis and reflective journal entries of the researcher. The findings are explained in terms of strengthening and weakening of semantic density (SD) and semantic gravity (SG). It was found that the adoption of the medical model for training academics, who came from various disciplines, might have resulted in over-contextualisation, which could have compromised the re-contextualisation of knowledge within the various disciplines. The findings also showed that respondents found it challenging to implement PBL in its pure form and needed to adapt the application of PBL to meet the unique requirements of their discipline. Therefore, it is important to consider the diverse nature of disciplines when implementing PBL.

Highlights

This article reports on the implementation of problem-based learning (PBL) by respondents who had received training in PBL through a teaching development programme (TDP)
The findings of the study are reported in terms of: 1) the analysis of the PBL training using semantics and 2) the results of the face-to face interviews that reveal the manner in which respondents weakened and strengthened semantic gravity (SG) and semantic density (SD) when implementing PBL within their respective disciplines following training
This article focused on analysing PBL training of academics within a TDP and through the framework of semantics

Summary

Introduction

This article reports on the implementation of problem-based learning (PBL) by respondents who had received training in PBL through a teaching development programme (TDP). Social constructivist methods of teaching and learning, such as PBL, are promoted (Biggs & Tang 2011:178–184). It has been argued that for many academics accustomed to traditional methods of teaching and learning, the implementation of PBL poses a challenge because of its constructivist nature (Lim & Choy, 2014: 64, 53; Bouhuijs, 2011: 19; Coffin, 2013: 206). The other predominant feature of the PBL environment is small group discussions that promote collaborative learning (Hung et al, 2008: 493). In the PBL training for this study, respondents were trained in the management of small group discussions

Results

Discussion

Conclusion