Abstract
Purpose The purpose of this paper is to present a proposal for structuring the use of problem-based learning (PBL) as an active teaching strategy and assess PBL’s implications for student learning in the undergraduate management degree program of a federal university in Northeastern Brazil. PBL can turn students into active subjects in their own learning and promote the development of decision-making abilities through the identification and analysis of real problems. Design/methodology/approach The study follows the assumptions of qualitative research and uses the action research approach. The data were collected through reflective reports (texts freely written by students describing their experiences in a course) and through interviews. The collected material formed the basis for analysis and discussion of the results using content analysis. Findings The results indicate that the PBL teaching strategy has positive implications for student learning in that it promotes the integration of theory and practice, which enhances the motivation to learn. The students perceived the practical aspect, teamwork and presence of an entrepreneur/manager in the PBL classes as factors facilitating learning. By contrast, teamwork and the time involved were seen as factors limiting learning. Practical implications The use of PBL demonstrates its potential for learning through the integration of students’ cognitive, behavioral and social dimensions, fostering closer integration with the context of professional activity. The presence of entrepreneurs/managers who present real problems to be analyzed by the students in the classroom can contribute significantly to the promotion of learning and reflection by undergraduate management students. Originality/value The results of this study reveals its originality and value to management education in Brazil because it defines a framework for the implementation of PBL as an active learning strategy in a management program, it indicates the potential of PBL for the development of students’ competencies, it increases the potential for integrating theory with professional practice and it can aid the process of training teachers as they assess the implications of PBL for student learning.
Highlights
Problem-based learning (PBL) is an active teaching strategy that allows the student to take the lead and become responsible for his or her learning process (Egido Gálvez et al, 2007); it provides learners the opportunity to work collaboratively and develop the ability to learn under their own direction (Hmelo-Silver, 2004; Gwee, 2009) as well as, over the course of their lives (Woods, 2006), solve problems through an investigative process, analyze data
We develop a structured PBL approach drawing on prior knowledge as a point of reference, but focusing on the creation of an action-oriented learning environment that encourages the development of collective learning
For a program that uses PBL to train students or in specific courses that employ PBL as an active learning strategy, assessment should be planned as part of the curriculum structure, and the assessment process should reflect the goals and skills to be developed, as suggested by Silva (2016)
Summary
Problem-based learning (PBL) is an active teaching strategy that allows the student to take the lead and become responsible for his or her learning process (Egido Gálvez et al, 2007); it provides learners the opportunity to work collaboratively and develop the ability to learn under their own direction (Hmelo-Silver, 2004; Gwee, 2009) as well as, over the course of their lives (Woods, 2006), solve problems through an investigative process, analyze data. For a program that uses PBL to train students or in specific courses that employ PBL as an active learning strategy, assessment should be planned as part of the curriculum structure, and the assessment process should reflect the goals and skills to be developed, as suggested by Silva (2016). It is crucial to tailor the assessment process to the type of learning desired, which requires great care and attention to the relationship between teaching and learning (Macdonald, 2005) When using this strategy, the teacher should define a system of teaching focused on professional practice, considering broader principles, based on student performance according to well-defined criteria and relevant evidence (Macdonald and Savin-Baden, 2004; Macdonald, 2005; Woods, 2006).
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