This open access book maps the role of challenge-based learning (CBL) in the transformation of higher education pedagogy, towards being sector-informed as well as student-driven. CBL democratises the process of learning by repositioning students as drivers, who are empowered to make decisions on course content, assess needs in the real world and…

Problem-based learning encourages students to deepen their understanding of a concept by working through a real-world example of course content. Case studies represent a form of problem-based learning that engages students in realistic scenarios to achieve a deeper understanding of concepts. Case studies have been shown to facilitate the learning…

The case study approach is one form of problem-based learning (PBL) that results in deeper understanding of content, and it involves pushing students to think beyond the answers appropriate for class (Hmelo-Silver, 2004; Nilson, 2010, 2013). Case studies prompt students to consider the realistic implications of how they use course content in…

Purpose: This paper aims seeks to reflect on the transition of a school of architecture to incorporate sustainability principles as a core part of its undergraduate (Part I) programme. The paper offers a brief overview of the processes undertaken and outcomes of this to an integrated problem-based learning approach and with sustainability at its…

This descriptive and exploratory case study focused on a specific Content-Based Language Teaching (CBLT) curriculum within the context of higher education in China. The researcher investigated the rationale behind the current design and students' and teachers' perceptions about the curriculum, as well as, their perceived motivations and challenges…

To examine the notion of environmental education (EE) as context for integrating the elementary curricula, we engaged in a multi-case study analysis (Yin 2009) of two preservice elementary science methods courses that utilized an experiential reflective approach--case one (University A) through a science content focus (i.e., sustainability) and…

The commercial simulator Aspen Chromatography was employed to study and optimize an important new industrial separation process, weak partitioning chromatography. This case study on antibody purification was implemented in a chromatographic separations course. Parametric simulations were performed to investigate the effect of operating parameters…

Problem-based learning and teaching with case studies are instructional approaches that are increasingly being applied in a variety of disciplines, such as business, law, medicine, and education. Instructors who have experienced traditional, teacher-centered instruction are often looking for ways to successfully integrate case studies, a…

This article focuses on the challenges facing middle level professors who desire to practice what they preach by using an approach to teaching and learning called problem-based learning. Problem-based learning is a means by which prospective middle grades teachers can design interdisciplinary units and gain familiarity with using them in…

Examines the redesign of a problem-based learning (PBL) course and its effects on students' cognitive learning outcomes in a college business course in the Netherlands. Compares the regular PBL course with the new authentic learning environment that included greater authenticity of case studies, more learner control, and social collaboration that…

This reflective case study traces the journey of an early adopter over almost a decade of online teaching and learning. The author uses specific examples to discuss issues of technology, pedagogy, content, expectations, and outcomes. The evolution of a Web-based course is used as a touchstone for innovations, including video and audio clips, case…

The process of revising a University of Toronto (Canada) final-year undergraduate pharmacy therapeutics course to incorporate the principles of pharmaceutical care and problem-based learning is detailed. The final course outline and results of a course evaluation are also included. (MSE)

Describes the transformation of the philosophy of the teacher education program at the University of South Africa from a traditional, fundamental pedagogical approach to a pluralistic problem-centered approach that encourages trainees to develop their own creative potential. Course outlines and anticipated outcomes are included. (Author/MSE)

A University of Toronto (Canada) fourth-year pharmacy course on drug abuse and dependence focuses on pharmacists' role in detection and prevention and on student knowledge of assessment and treatment. The course is case or problem based and uses a combination of self, peer, and instructor evaluation on aspects of student performance. (MSE)

A third-year pharmacology course in a doctoral pharmacy program that is case based and intended for a large class is described. Aspects discussed include learning objectives, course organization, classroom activities, case selection and design, faculty involvement, grading, and areas identified for improvement. (MSE)