Zeitschrift für Hochschuldidaktik Nr. 2/1995
Problem-based Learning: Theory, Practice and Research
Patrick Lai | Kin Cheong Chu (Hong Kong)
Who Benefits From Problem-based Learning?
Summary
Much previous research has associated problem-based learning teaching strategy with optimal learning performance, but the conditions of teaching suggest that this success might be bought at the expense of surface learners. In the present study, problem-based learning was used to teach Engineering to Year One Engineering students in a Higher Education Institute in Hong Kong, with one parallel control class. The problem-based class was superior to the control class in a summative test, students with a bias towards a deep approach to learning achieving considerably better than others. Interview data also indicated that deep students of the experimental class did enjoy the problem-based learning experience. Future research needs to focus on longer exposure to PBL and more detailed on-line observation in order to make this confir-mation. How different forms of assessment will affect the effectiveness of PBL is definitely an area that requires further exploration.
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