One-Day, One-Problem: An Approach to Problem-based Learning

294 Pages·2012·2.26 MB·English

by  Elaine H. J. Yew

One-Day, One-Problem

Glen O’Grady Elaine H.J. Yew
l
Karen P.L. Goh Henk G. Schmidt
l
Editors
One-Day, One-Problem
An Approach to Problem-based Learning
Editors
GlenO’Grady ElaineH.J.Yew
RepublicPolytechnic RepublicPolytechnic
Singapore Singapore
KarenP.L.Goh HenkG.Schmidt
RepublicPolytechnic ErasmusUniversity
Singapore Rotterdam
TheNetherlands
ISBN978-981-4021-74-6 ISBN978-981-4021-75-3(eBook)
DOI10.1007/978-981-4021-75-3
SpringerSingaporeHeidelbergNewYorkDordrechtLondon
LibraryofCongressControlNumber:2012934951
#SpringerScience+BusinessMediaSingapore2012
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Foreword
This year marks the 10th anniversary of Republic Polytechnic (RP), and the
publication of this book is a timely tribute to our staff, students and education
partnerswhohaveembarkedonanexcitingeducationaljourneywithus.
We opened our doors to our first intake of 800 students in 2003 and have now
expandedourstudentpopulationtoapproximately14,000.Asthefirsteducational
institutioninSingapore toadopt aproblem-based learning (PBL)approach forall
our full-time diploma programmes, we have been deeply committed to nurturing
aspiritofinnovation,acultureofproblem-solvingandalife-longlearningattitude
among our learners. PBL offers a sound philosophical foundation for developing
students’criticalandcollaborationabilitiessothattheyarepreparedforanactive
role in a complex market-driven society. We have consistently received feedback
from parents, employers and our other educational partners that PBL has helped
students become more inquiring, confident and self-directed individuals. This,
indeed, is a powerful testimony to the bold step we took in implementing PBL
acrossthepolytechnic.
The chapters in this book were put together to showcase the conceptual and
historical rationalisation of our learning approach over the years. You will hear
fromPBLexperts,ouracademicstaffandthevoicesofstudentsaboutthediverse
PBL learning experience. You will also read about our research findings on the
effectiveness of our “one-day, one-problem” learning framework, as well as the
challengesencounteredinimplementingit.Throughourresearch,wecancontinue
to review and improve our educational processes and support structures, and stay
relevanttoindustryandthegoalsofhighereducation.
Our institution continues to stay responsive to the evolving educational and
economiclandscapebystayingcloselyconnectedwithourindustrypartners,school
communities and our growing alumni. We believe that a good education is also
a reflective one that regularly evaluates its objectives and relevance so that we
can provide the most rewarding and meaningful holistic learning experience for
our students. As RP continues to grow, alternate pedagogical approaches and the
changingdemandsoftheworkplacewillcontinuetoshapeourapproachtoteaching
andlearning.
v
vi Foreword
On behalf of the editors of this book, I invite you to reflect on your own
practices, challenge your assumptions about learning and share with us your
insights about our pedagogy and learning initiatives as we celebrate 10 years of
educationalinnovation.Myheartfeltappreciationgoestoallwhohavecontributed
theirtime,researchideasandrecommendationstothedevelopmentandpublication
ofthisbook.
YeoLiPheow
Principal/CEO
RepublicPolytechnic,Singapore
Contents
PartI IntroductionandOverview
1 One-Day,One-ProblematRepublicPolytechnic..................... 3
ElaineH.J.YewandGlenO’Grady
2 ABriefHistoryofProblem-basedLearning.......................... 21
HenkG.Schmidt
3 PedagogicalPhilosophyUnderpinningOne-Day,One-Problem..... 41
W.A.M.Alwis
PartII StudentLearning
4 TheProcessofStudentLearninginOne-Day,One-Problem........ 63
ElaineH.J.YewandHenkG.Schmidt
5 Problem-basedLearningandStudentMotivation:
TheRoleofInterestinLearningandAchievement .................. 85
JeromeI.RotgansandHenkG.Schmidt
6 TheStudentPerspective:HowStudentsManageTheir
LearningatRepublicPolytechnic...................................... 103
JeanetteL.F.ChoyandLisa-AngeliqueLim
PartIII ProblemsandScaffolds
7 CharacteristicsofEffectiveProblems ................................. 141
NachammaSockalingamandHenkG.Schmidt
8 ScaffoldinginProblem-basedLearning............................... 167
SereneS.Y.Choo
vii
viii Contents
PartIV Assessment
9 HolisticAssessmentandProblem-basedLearning ................... 187
GlenO’GradyandW.A.M.Alwis
10 AssessingStudentLearning:DailySelf-Assessment
atRepublicPolytechnic................................................. 213
MagdeleineD.N.LewandHenkG.Schmidt
PartV Facilitators
11 TeachersasFacilitators................................................. 237
JudithC.Williams
12 AStaffEducationandDevelopmentProgramme
toSupportPBL.......................................................... 259
KarenP.L.Goh
PartVI Conclusion
13 SummaryandConclusions ............................................. 285
ElaineH.J.Yew,KarenP.L.Goh,andGlenO’Grady
BiographyofEditorscumAuthors.......................................... 295
BiographyofAuthors ........................................................ 297
Part I
Introduction and Overview