You are here:

Seeing the Landscape and the Forest Floor: Changes Made to Improve the Connectivity of Concepts in a Hybrid Problem-Based Learning Curriculum
ARTICLE

,

Teaching in Higher Education Volume 15, Number 1, ISSN 1356-2517

Abstract

Problem-based learning (PBL) curricula utilise authentic problems that are based in the real-world of practice. This very characteristic enables students to develop an intimate knowledge about the intricacies of practice, metaphorically, seeing the details of the forest floor. However, it is equally important for students to develop an overall conceptual framework of the curriculum and understand how the different aspects of the subject domain relate to each other, i.e. seeing the landscape. This paper explores the extent to which these two aspects of curriculum design, in particular the landscape, were achieved in an "Education Theories" module for lecturers in higher education. It utilises Hung's 3C3R problem-design model to help develop these connections. The findings alert curriculum designers to pay more focused attention to the holistic problem from Hung's model and the model's relationship with other learning resources (lectures, etc.) in supporting connectivity in PBL hybrid curricula. (Contains 1 table and 1 figure.)

Citation

O'Neill, G. & Hung, W. (2010). Seeing the Landscape and the Forest Floor: Changes Made to Improve the Connectivity of Concepts in a Hybrid Problem-Based Learning Curriculum. Teaching in Higher Education, 15(1), 15-27. Retrieved July 23, 2019 from .

This record was imported from ERIC on April 19, 2013. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.

Keywords

Cited By

View References & Citations Map

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.