Past evidence suggests that constructive misalignment is particularly problematic in International Business (IB) education, though this paradigm has received limited research attention. Building on the literature of three independent teaching methods (threshold concept, problem-based learning, and technology-based learning), this study contributes…

Increased attention to the need for constructively aligned teaching and learning in interdisciplinary higher education in engineering is observed. By contrast, little research has been conducted on the implementation of the outcome-based pedagogical approach to interdisciplinary higher education in engineering. Therefore, the present design-based…

One of the greatest needs of faculty in adult and higher education today is to understand how to design distance learning courses which address the needs of their current and prospective students while upholding academic excellence and remaining feasible to develop (Simonson, Smaldino, Albright, & Zvacek, 2009; Palloff & Pratt, 2004). This…

Describes problems encountered in teaching a problem-centered undergraduate organic chemistry laboratory course. No text is used for this type of course; the students are encouraged to plan their own experimental routes. (MLH)

A forestry and agronomy course at Iowa State University incorporates problem-based team projects on real-world situations as a means of providing students with integrative and meaningful experiential learning. Student evaluations of these courses indicate that students recognize and appreciate the integrative nature of the problem-based team…

Discusses the process of creating a course that aims to strengthen in students the four central components of civic learning (motivation, skills, knowledge, and values) by employing three different types of instruction (service learning, collaborative learning, and problem-based learning). Describes the course and its success in fostering civic…

This paper reports on an evaluation of the Online Learning in Tertiary Education (OLTE) subject in the Graduate Diploma in Tertiary Education program at Victoria University of Technology (Australia). The subject, which commenced this year, used both Problem-Based Learning (PBL) and Action Learning (AL) teaching methods. In addition, students…

An undergraduate course in pharmacology in which problem-based self-directed learning in the context of small groups provides students with an opportunity to take greater responsibility for their own learning is described. The objectives, examples of problems used in the course, and student evaluations of the course and tutors are included. (KR)

Reports a study of motivation among 36 University of Hong Kong first-year students during their first exposure to problem-based learning, with data drawn from student journals, pre- and post-semester measures of learning-style preference, and course evaluations. Results indicate significant changes in learning-style preference, from…

A graduate nursing course that integrates academic content with students' clinical experiences using problem-based learning is described and evaluated. The approach was found to be effective, stimulating, and relevant for the students. Closer monitoring of student progress and more instruction in learning strategies are recommended. (Author/MSE)

A doctoral seminar for students in educational administration used problem based learning (PBL) with student consultant teams and later evaluated the results of the approach. PBL involves group work in which students address and solve realistic or actual professional problems. The instructor prepares detailed hypothetical problems for the students…

Questions related to the instructional design of computer-based educational systems were addressed in a study in which college psychology majors completed a computer-based course in statistics using instructional units developed to teach the desired knowledge within the context of situations to which the knowledge is relevant--a technique called…

The Physical Therapy Department of Nova Southeastern University (NSU PT) changed its curriculum to problem-based learning, and in conjunction with changes needed new evaluation forms for accreditation and program requirements. The purpose of this practicum study was the development and validation of faculty and course evaluation forms for students…

Describes a computer-mediated communication course for pre-service teachers that was developed as a problem-based learning environment for virtual interactions between three college campuses. Discusses design issues that include a needs assessment, course content analysis, and designing student activities; development and implementation issues;…

In problem-based learning, an instrument is needed to measure students' actual learning activities. Mapping the domain of learning activities undertaken by students and improving problems is especially important in a problem-based curriculum because students choose their own learning objectives. Such an instrument, the Topic Evaluation…