In the 1970s, Egon Bitner offered a critique of police academy training, signified by the ability to train compliant soldier-bureaucrats rather than competent practitioners. Over the years, subsequent training models have been implemented, evaluated, and modified in an attempt to exceed what has been deemed adequate training. This research…

Technology-rich learning environments (TREs) provide opportunities for learners to engage in complex interactions involving a multitude of cognitive, metacognitive, and affective states. Understanding learners' distinct learning progressions in TREs demand inquiry approaches that employ well-conceived theoretical accounts of these multiple facets.…

In an introductory chemical engineering course, the conceptual framework of a holistic problem-solving methodology in conjunction with a problem-based learning approach has been shown to create a learning environment that nurtures deep learning rather than surface learning. Based on exam scores, student grades are either the same or better than…

Problem-based learning (PBL) can be described as a learning environment where the problem drives the learning. This technique usually involves learning in small groups, which are supervised by tutors. It is becoming evident that PBL in a small-group setting has a robust positive effect on student learning and skills, including better…

A comparative study was conducted to compare two approaches to engineering design curriculum between different schools (inter-school) and between two curricular approaches, "Project Lead the Way" (PLTW) and "Engineering Projects in Community Service" (EPIC High) (inter-curricular). The researchers collected curriculum…

In response to HE 528 462, the author suggests the use of student-generated learning issues in problem-based medical education should place more emphasis on mechanisms in the generation of learning issues, the ramifications of various degrees of student input into the identification of issues, and the role of teacher-learner negotiations in the…

Interviews with faculty in seven problem-based medical school curricula concerning use of student-generated learning issues found that uses of such issues have evolved in terms of content definition, direct examination planning, student evaluation, and curriculum review. Results also suggest these curricula may encourage development of…

Describes problem-based learning at South Africa's University of Transkei (Unitra) medical school, including the curriculum's design and instructional strategies in use. Reports a survey of 20 faculty and 35 students studying to be medical doctors (MBChBs). Results indicated a majority of faculty and students agreed on the effectiveness of the…

A new medical curriculum at the University of Newcastle, New South Wales, is described. Student knowledge, understanding, and skills are developed through the study of a sequence of clinical problems integrated with appropriate practical and clinical activities. Such an innovative curriculum implies different roles for academic staff. (Author/MLW)