Obstacles to the Implementation of Problem- Based Learning (pbl) in Local Universities of Hong Kong
نویسنده
چکیده
Problem-Based Learning (PBL), a teaching and learning innovation based on the constructivist theory of learning, fosters creative and independent learning. This paper discusses results of a research set up to explore the obstacles to the implementation of PBL in three local universities in Hong Kong. The research took place in two stages, with interviewing followed by questionnaire administration. A total of 30 PBL tutors from three local universities were interviewed. Interview data indicate that there are three major factors hindering the successful implementation of problem-based learning, namely, resources, staff appraisal system, and student responses to PBL. Based on the interview findings, a PBL Teachers' Experiences Questionnaire was generated. A total of 19 returns (67% response rate) were received. Analysis of the questionnaire data indicated that certain factors played a more important role in PBL implementation: culture of the universities (PBL versus nonPBL); academic rank of faculty members (senior lecturer/lecturer) and their PBL experiences (experienced versus non-experienced).
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