Student's Voice in Problem-based learning: Personal experiences, thoughts and feelings

Studying in a problem-based learning (PBL) higher education program is quite different from the mainstream didactic approaches in many secondary education schools. Enrolling students encounter difficulties in the transition from secondary education to problem-based learning (PBL) in hotel management...

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Bibliographic Details
Published in:Journal of hospitality & tourism education 2011-04, Vol.23 (2), p.30-40
Main Authors: Boer, Marte Rinck de, Otting, Hans
Format: Article
Language:English
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Summary:Studying in a problem-based learning (PBL) higher education program is quite different from the mainstream didactic approaches in many secondary education schools. Enrolling students encounter difficulties in the transition from secondary education to problem-based learning (PBL) in hotel management education. They have to become active learners, who individually and collaboratively construct knowledge and develop self-directed learning skills. However, little is known about how students experience the transition in the first ten weeks of their study. This qualitative study uses narrative essays to gain insight in first year students' experiences with PBL. Students expressed feelings of distress and uncertainty due to insufficient comprehension of PBL principles and lack of PBL practice. Students actively participated in PBL, and after a short period of time they appreciated this new way of learning and students have acquired basic understanding of the PBL principles.
ISSN:1096-3758
2325-6540
DOI:10.1080/10963758.2011.10697004