Rethinking problem-based learning to better understand what and how students learn

Abstract

This paper argues that problem-based learning (PBL) is an effective learning strategy in a management discipline, where learning how to think critically and how to problem-solve ‘messy’ situations, are core principles for the future of management (Hamel, 2007). This paper reflects upon and explores the facilitation of a student-centred problem-based learning approach in a postgraduate business course. The focus of this reflection is guided by the goal to explore the nature of individuals' experiences with learning and teaching in a PBL setting. Of particular interest is the identification of basic indicative factors that can impact on the assessment of problem-based learning. Being able to articulate these factors is an important step in guiding tertiary educators’ scholarship of teaching and in assisting others gain knowledge of PBL facilitation and assessment. The study investigates: (1) how students experience the PBL context (2) student perceptions of PBL assessments and (3) what type of learning arises from PBL assessments. Examples from a Masters course designated as problem-based learning are provided as initial empirical data. Further, the paper briefly describes an interpretative evaluation of the problem-based teaching and assessment system conducted using narratives from the students’ reflective-learning journals.