Can South African Higher Education Institutions afford to avoid Problem-Based Learning?

Frederick Johannes Veldman*, Magrietta Aletta De Wet, N. E.Ike Mokhele, Willem Adriaan Johannes Bouwer

*Corresponding author for this work

Research output: Chapter in Book/Report/Conference proceedingConference contributionpeer-review

Abstract

In this article the authors support Problem-Based Learning (PBL) based on its high level of alignment in addition to providing learners with an opportunity in achieving the South African National Critical Cross-Field and Developmental Outcomes (COs). Constructive Alignment describes a process in which the Learning Outcome (LO) becomes the objective for designing a curriculum that will enable these LOs to be achieved through appropriate activities and an assessment process that enables these LOs to be demonstrated. LOs are mostly static. PBL applies problem solving as a vehicle in achieving LOs. The degree to which a learner manages to achieve a given LO still serves as the authentic criteria for assessment. PBL is therefore considered to be a highly aligned didactic method. PBL provides learners with an additional opportunity in achieving almost all of the COs. It is questioned why this approach is not implemented by local Higher Education Institutions. The successful implementation of PBL however, depends on a number of issues. Whether South African Higher Education Institutions can afford to let go of this opportunity should be debated. It is concluded that very few didactic methods can achieve the quality of learning we provide learners with when using PBL.

Original languageEnglish
Title of host publicationProceedings of 36th European Society for Engineering Education, SEFI Conference on Quality Assessment, Employability and Innovation
EditorsFlemming K. Fink
PublisherSense Publishers
ISBN (Electronic)9789087905712
Publication statusPublished - 2008
Externally publishedYes
Event36th SEFI Annual Conference 2008 - Aalborg, Denmark
Duration: 2 Jul 20085 Jul 2008

Publication series

NameProceedings of 36th European Society for Engineering Education, SEFI Conference on Quality Assessment, Employability and Innovation

Conference

Conference36th SEFI Annual Conference 2008
Country/TerritoryDenmark
CityAalborg
Period02/Jul/0805/Jul/08

Keywords

  • Constructive Alignment
  • Critical cross-field outcomes
  • Curriculum Development
  • Developmental Outcomes
  • Problem-based learning

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