The development of an integrated problem-based learning (PBL) approach in a post-matriculation programme at the University of Stellenbosch

[摘要] It is evident that many students admitted to higher education in South Africa are ill-preparedfor tertiary study. The predominantly behaviorist school system encourages learnerdependency and superficial understanding and fails to encourage reflection and self-direction.Changing times and a more diverse student population have heightened the need for a broaderrange of teaching and learning approaches at tertiary level. As a result, many departments,faculties and institutes such as SciMathUS have explored the merits of problem-basedlearning (PBL) which supports students as self-directed, independent learners. Problem-basedlearning is a different philosophical approach to the whole notion of teaching and learningwhere problems drive the learning and is one of the best examples of a constructivist learningenvironment. Thus far, problem-based learning has mainly been implemented in long-termmedical curricula, so research findings focus mainly on the development of PBL for longerprogrammes. The purpose of this study is to evaluate whether introducing a Hybrid PBLapproach in a shorter one-year foundation programme can create conditions for learners todevelop and sustain self-directed learning skills and gain more control of the learning process.This interpretive-constructivist study may be broadly termed evaluation research. A mixedmethodapproach that involved collecting and analyzing both qualitative and quantitative datawas chosen.Evaluation findings indicate that introducing students to a Hybrid PBL approach doespromote more meaningful learning patterns, typified by processing the subject mattercritically and self-regulating learning processes. However the sustainability of the meaningdirectedlearning activities is questionable if student beliefs do not support the activitiesemployed. Findings also reveal that the Hybrid PBL approach contributes to overallprogramme improvement by promoting understanding in mathematics and science andimproved staff relationships and subject knowledge. PBL helps to establish a learner-centeredlearning environment that emphasizes relations in mathematics and science, promotes deepapproaches to learning which may lead to higher levels of achievement and success in HigherEducation.

[发布机构] Stellenbosch University