Abstract
Studying in a problem-based learning (PBL) higher education program is quite different from the mainstream didactic approaches in many secondary education schools. Enrolling students encounter difficulties in the transition from secondary education to problem-based learning (PBL) in hotel management education. They have to become active learners, who individually and collaboratively construct knowledge and develop self-directed learning skills. However, little is known about how students experience the transition in the first ten weeks of their study. This qualitative study uses narrative essays to gain insight in first year students' experiences with PBL. Students expressed feelings of distress and uncertainty due to insufficient comprehension of PBL principles and lack of PBL practice. Students actively participated in PBL, and after a short period of time they appreciated this new way of learning and students have acquired basic understanding of the PBL principles.
Sign-in/Register to access full text options 
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.
