Wee, Lynda Keng Neo and Kek, Megan Yih Chyn Alexandria and Da Silva, Geoffrey and Seah, Tien Hock Dominic (2000) Tried and tested: issues and implications for educators in problem-based learning - relearning from the learners' perspective. In: 2nd Asia-Pacific Conference on Problem-Based Learning 2000: PBL: Educational Innovation Across Disciplines, 4-7 Dec 2000, Singapore.
Text (Published Version)
The key engine that drives the new economic landscape is KNOWLEDGE. The demand for knowledge has intensified but the suppliers of knowledge – the education institutions - are still struggling to meet such a demand. It is not about just supplying content and technical expertise; it is also about how to produce a new breed of employees who can create and manage changing knowledge in the dynamic E-conomy. In response to this call, Temasek Business School revolutionised marketing education by adopting in its Diploma of Marketing (DM) programme the Problem-Based Learning (PBL) approach for the restructuring of its new marketing academic architecture. DM implemented PBL in ten Year 2 and Year 3 subjects in Semester 2, 1999/2000 and theme-based PBL for final-year learners in Semester 1, 2000/2001. An injection approach was adopted whereby PBL was planted within the current infrastructure. As in almost every change, resistance is a constant. This paper looks at the difficulties in PBL from the learners' perspective. The paper concludes with implications and issues for educators to enhance their effectiveness and relevance in using PBL. The findings also support the proposed fundamental shift in the marketing curriculum to adopt PBL as a philosophy rather than as a tool.
|Item Type:||Conference or Workshop Item (Commonwealth Reporting Category E) (Paper)|
|Additional Information:||No evidence of copyright restrictions.|
|Uncontrolled Keywords:||problem-based learning; marketing education|
|Depositing User:||Dr Megan Kek|
|Date Deposited:||07 Dec 2009 02:31|
|Last Modified:||04 Dec 2013 02:53|
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