Lorna Uden (Staffordshire University, UK) and Chris Beaumont (Liverpool Hope University College, UK)
Copyright: © 2006 |Pages: 5
DOI: 10.4018/978-1-59140-744-7.ch012
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We hope that by the time you have reached this chapter, you will have become enthusiastic to incorporate principles and practice of PBL into your teaching. In the chapters of this book, we have tried to explore issues that are central to successfully implementing PBL. There are clearly many differences from the traditional transmission model of teaching, since PBL is fundamentally a different philosophy, based on student enquiry. However, if we set aside labels, it is also clear that there are principles and aspects of PBL practice that are often incorporated in many courses and we would argue that there is a continuum of pedagogical approaches from what might be regarded as pure transmission, in the archetypal lecture, through to pure research. Problem-based learning is somewhere near the research end.

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