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Redefining the Higher Education Landscape through Problem-Based Learning

Redefining the Higher Education Landscape through Problem-Based Learning

Valerie A. Storey, Marilyn A. Schiavo
Copyright: © 2013 |Pages: 18
ISBN13: 9781466642492|ISBN10: 1466642491|EISBN13: 9781466642508
DOI: 10.4018/978-1-4666-4249-2.ch030
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MLA

Storey, Valerie A., and Marilyn A. Schiavo. "Redefining the Higher Education Landscape through Problem-Based Learning." Handbook of Research on Teaching and Learning in K-20 Education, edited by Viktor Wang, IGI Global, 2013, pp. 517-534. https://doi.org/10.4018/978-1-4666-4249-2.ch030

APA

Storey, V. A. & Schiavo, M. A. (2013). Redefining the Higher Education Landscape through Problem-Based Learning. In V. Wang (Ed.), Handbook of Research on Teaching and Learning in K-20 Education (pp. 517-534). IGI Global. https://doi.org/10.4018/978-1-4666-4249-2.ch030

Chicago

Storey, Valerie A., and Marilyn A. Schiavo. "Redefining the Higher Education Landscape through Problem-Based Learning." In Handbook of Research on Teaching and Learning in K-20 Education, edited by Viktor Wang, 517-534. Hershey, PA: IGI Global, 2013. https://doi.org/10.4018/978-1-4666-4249-2.ch030

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Abstract

Problem-Based Learning (PBL) is a pedagogical approach impacting instructional delivery in all tiers of K-20 education. The introduction of PBL in higher education first occurred in the medical school setting. Several decades later PBL is widely utilized as a popular teaching and learning strategy in colleges of education, specifically in graduate programs. Adult Learning Theory (Knowles, 1984), Transformative Learning Theory (Mezirow & Associates, 2000), and Information Processing Theory (Schmidt, 1983; Norman & Schmidt, 1992) all contribute to a theoretical understanding of PBL. This chapter identifies the key ideas, supporting learning theories, and principles of PBL. It then proposes a practical model that instructors can use to improve the quality of teaching and learning in academia.

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