Problem Based Learning and Implementations

TL;DR

This study explores the effectiveness and perceptions of two forms of Problem-Based Learning (PBL)—Case Study Based and Research Based—in various academic courses, highlighting how systematic introduction can facilitate transition between these methods.

Contribution

It provides insights into how course and subject influence PBL implementation and suggests a systematic approach to transition students from case study to research-based learning.

Findings

Slight variation in perceptions across Engineering, Business, and IT students.

Careful introduction to case study PBL can lead to research-based learning.

Progression from first to final semester enhances PBL effectiveness.

Abstract

In an era where learning is considered a problem, we decided to go for problems for the sake of learning! The purpose of this study was to throw light on the issues involved in two forms of PBL viz., Case Study Based PBL and Research Based PBL The influence of course and subject on the learning method was investigated. Students perceptions and concerns were analyzed using questionnaires. A slight variation was found among the different courses of Engineering, Business and IT, as also among the sample subjects considered. It is concluded that careful and systematic introduction to the case study based learning can be progressively led to the Research based learning as the student progresses from the first semester to the final semester of a graduate degree course or from graduate degree course to post graduate degree course.