Abstract
The major concern of this paper is to advocate the integration of PBL strategies in classroom instruction as a way of promoting active learning. It is undoubted that the benefits of problem-based learning (PBL) are numerous. In the sciences, PBL has been well integrated in the curriculum. This research reports of an experience of integrating problem-based learning in an introductory Sociolinguistics course for 60 undergraduates of a Bachelors of English programme through a semester that ran for 14 weeks. A focused group interview and questionnaire were used to find out the perceptions of the students undergoing the hybrid PBL course. The findings of this study reveal that students generally enjoyed the PBL approach and found that they had little choice but to become active learners. Some challenges faced by the learners were also highlighted. These findings have implications for the integration of PBL in the field of social sciences.
Highlights
The advent of globalization has both presented many opportunities as well as challenges for the society today
problem-based learning (PBL) has gained widespread acceptance in all levels of education; from kindergarten right up to the tertiary level. It has been widely practised in a multitude of disciplines; Art, Mathematics, English and Education [3] even though the history of PBL can be traced to have started in the field of medicine at McMaster University in Hamilton, Ontario, Canada [4]
Further analysis of the questionnaire revealed that a majority of the students strongly agreed that PBL helped in building interest (85.6%), made them have a deeper understanding of the subject matter (90%) and promote self-directed learning (93.3%). 94% agree that PBL motivated them to be more active learners and 85 % strongly argued that it facilitated cooperative learning
Summary
The advent of globalization has both presented many opportunities as well as challenges for the society today. PBL has gained widespread acceptance in all levels of education; from kindergarten right up to the tertiary level It has been widely practised in a multitude of disciplines; Art, Mathematics, English and Education [3] even though the history of PBL can be traced to have started in the field of medicine at McMaster University in Hamilton, Ontario, Canada [4]. It was introduced in the field of medicine as a solution to overcome student boredom in classes, student not being able to apply what has been taught to clinical practice and to improve the professional skills of new graduates [12]. Its advantages in promoting a learner-centered education that builds on principles of self-directed and active learning have convinced more and more professionals to practice it as an attempt to better prepare learners for the world of professional practice
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
