Tried and tested: issues and implications for educators in problem-based learning - relearning from the learners' perspective

Paper

Wee, Lynda Keng Neo, Kek, Megan Yih Chyn Alexandria, Da Silva, Geoffrey and Seah, Tien Hock Dominic. 2000. "Tried and tested: issues and implications for educators in problem-based learning - relearning from the learners' perspective." 2nd Asia-Pacific Conference on Problem-Based Learning 2000: PBL: Educational Innovation Across Disciplines. Singapore 04 - 07 Dec 2000 Singapore.
Paper/Presentation Title

Tried and tested: issues and implications for educators in problem-based learning - relearning from the learners' perspective

Presentation TypePaper
AuthorsWee, Lynda Keng Neo (Author), Kek, Megan Yih Chyn Alexandria (Author), Da Silva, Geoffrey (Author) and Seah, Tien Hock Dominic (Author)
Journal or Proceedings TitleProceedings of the 2nd Asia-Pacific Conference on Problem-Based Learning 2000
Number of Pages11
Year2000
Place of PublicationSingapore
Web Address (URL) of Paperhttp://pbl.tp.edu.sg/PBL-Resources/pblconference/Paper.htm
Conference/Event2nd Asia-Pacific Conference on Problem-Based Learning 2000: PBL: Educational Innovation Across Disciplines
Event Details
2nd Asia-Pacific Conference on Problem-Based Learning 2000: PBL: Educational Innovation Across Disciplines
Event Date
04 to end of 07 Dec 2000
Event Location
Singapore
Abstract

The key engine that drives the new economic landscape is KNOWLEDGE. The demand for knowledge has intensified but the suppliers of knowledge – the education institutions - are still struggling to meet such a demand. It is not about just supplying content and technical expertise; it is also about how to produce a new breed of employees who can create and manage changing knowledge in the dynamic E-conomy. In response to this call, Temasek Business School revolutionised marketing education by adopting in its Diploma of Marketing (DM) programme the Problem-Based Learning (PBL) approach for the restructuring of its
new marketing academic architecture. DM implemented PBL in ten Year 2 and Year 3 subjects in Semester 2, 1999/2000 and theme-based PBL for final-year learners in Semester 1, 2000/2001. An injection approach was adopted whereby PBL was planted within the current infrastructure. As in almost every change, resistance is a constant. This paper looks at the difficulties in PBL from the learners' perspective. The paper concludes with implications and issues for educators to enhance their effectiveness and relevance in using PBL. The findings also support the proposed fundamental shift in the marketing curriculum to adopt PBL as a philosophy rather than as a tool.

Keywordsproblem-based learning; marketing education
ANZSRC Field of Research 2020390303. Higher education
390103. Economics, business and management curriculum and pedagogy
390409. Learning sciences
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Byline AffiliationsTemasek Polytechnic, Singapore
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