Problem Based Learning Resources and Exposure in higher Education: Evidence from the Kwame Nkrumah University of Science and Technology

The limited literature on problem based learning (PBL) in the context of Ghana instigates the doubt as to whether universities in the country apply this educational strategy. To clear this doubt, the present study is conducted to outline the experiences and review the resources that are inclined to...

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Bibliographic Details
Published in:Library philosophy and practice 2019-01, p.1-12
Main Authors: Okyere, G A, Tawiah, R Lamptey, Oduro, R W, Thompson, M
Format: Article
Language:English
Subjects:
Distance learning
Experts
Health education
Higher education
Human resources
Interdisciplinary aspects
Library and information science
Problem based learning
Science
Students
Studies
Teachers
Teaching
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Summary:The limited literature on problem based learning (PBL) in the context of Ghana instigates the doubt as to whether universities in the country apply this educational strategy. To clear this doubt, the present study is conducted to outline the experiences and review the resources that are inclined to the environments of PBL, using survey data from the Kwame Nkrumah University of Science and Technology (KNUST). Survey participants were educational managers, teachers and students of the university. In the results, the researchers identified experiences among teachers and students that agree with the principles of PBL. The participants largely admitted that the university has insufficient support for PBL in terms of human and infrastructural resources. Content expert teachers constitute the only human resource, yet they lack the requisite training for facilitating PBL. Considerably more attention is needed regarding infrastructure, training on the science of facilitation and platforms for industrial and other real-life situational exposure.
ISSN:1522-0222