All Ireland Society for Higher Education
| Name: | Alison Clancy |
|---|---|
| Email: | alison.clancy@ucd.ie |
| Institution: | University College Dublin |
Marion Palmer, Marion.palmer@iadt.ie
Contemporary research on PBL, concentrates on the ways in which this method is used in particular environments and frequently fails to address the difficulties experienced in attempting to design, implement, evaluate and sustain this educational philosophy. The focus of this presentation is to explore these difficulties by, firstly researching lectures perspectives of problem-based learning (PBL) and secondly exploring the extent to which these lecturers would consider using PBL with their students and the possible challenges they may have in attempting to design, implement, evaluate and sustain the PBL mode of teaching and learning.
Twenty-one lectures from a variety of disciplines within University College Dublin (Veterinary, Medicine, Computer Science, Engineering, Arts, Adult Education, Geography) undertook a module entitled "Educational theories" as part of a Higher Diploma in University Teaching and Learning. This module was undertaken using problem based leaning (PBL) and the well-established Maastricht 7-step model was used in implementing the problem based learning process. The twenty-one lecturers were divided into three PBL tutorial groups arbitrarily. The module consisted of six problems all of which addressed issues about contemporary educational theories. This research was undertaken using a qualitative framework. Data were collected using semi-structured interviews that were audiotaped.The analysis of data was undertaken using a framework of thematic content analysis.
The findings suggested that the participants enjoyed this mode of teaching and learning and that it offered several advantages, more so than other more didactic methods. Findings suggest that there is considerable uncertainty and trepidation for changing to a PBL curriculum.