Using PBL to develop university students as lifelong learners

Using PBL to develop university students as lifelong learners

Implementing problem based learning: Proceedings of the first Asia Pacific conference on problem based learning, the Hong Kong Convention and Exhibition Centre, 9-11 December, 1999

• Kwan, A. City University of Hong Kong
• Ko, E. City University of Hong Kong

• Marsh, Jonathon P.

Hong Kong

The Management Committee

2000

Asia Pacific Conference on Problem Based Learning (1999: Hong Kong, China)

• F 教與學
  • FA 一般教學方法、各種施教方法
• F 教與學
  • FC 批判思考、學習技巧、時間

• Hong Kong

• 1990-1997.6
• 1997.7 onwards

• 專上教育

This paper reports the implementation of PBL in a student preparatory course at City University of Hong Kong in 1999. In Hong Kong, as well as elsewhere, students often enter university with limited understanding about university education and ineffective learning strategies which can create frustration and difficulties in their transition to university life. There is a pressing need for universities to provide students with support to increase their chances of experiencing success during this critical period of transition. In responding to this need, City University of Hong Kong started in 1996 to offer first-year students a course "Learning to Learn" to help prepare them better for university study and lifelong learning.
Students who have attended the course find it worthwhile and beneficial. Research on the course offered during 1997 to 1999 (Kwan, 1998 and 1999a) has indicated positive effects on students' learning attitudes and skills. In particular, students were more aware of the importance of being an active learner and managing their study time. They also reported an increase in their self-efficacy in these two areas. However, if this course is to develop students as lifelong learners, students need to go through a process in which they are helped to develop the process skills which are essential for lifelong learning (Kwan, 1999b). Since PBL is a powerful strategy for providing a learning environment that "embodies most of the principles that we know improve learning" (Woods, 1996), the course team decided to have the course adopt a PBL format in 1999.
Preparatory tasks, including restructuring the curriculum, making resources available, developing problems, piloting, and preparing tutors and students have been completed Students who participated in the Pilot Programme of the PBL version of "Learning to Learn" have reported that they have become better learners. They have strengthened their attitudes towards lifelong learning. They also believe that they can apply the skills they have learned during the Programme to their future study. In this paper, the entire development process of using PBL in the course will be discussed. Tutors and students from the course will share their experience. Implications for educational change in higher education will also be drawn.

• 英文

會議論文

• 962850553X

https://bibliography.lib.eduhk.hk/tc/bibs/6f646d8b

2011-05-27