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dc.contributor.authorPodges, J.
dc.contributor.authorKommers, Petrus
dc.identifier.citationPodges, J. and Kommers, P. 2016. Differential effects of variations in problem-based and lecturing sequences. International Journal of Continuing Engineering Education and Life-Long Learning. 26 (2): pp. 219-239.

© Copyright 2016 Inderscience Enterprises Ltd.This study describes how problem-based learning (PBL) can best be used as a supplementary to the lecturing mode. The lecturing mode followed/supplemented by PBL is compared with PBL followed/supplemented by the lecturing mode. The PBL problem was project-based and integrates various concepts to match a real-life situation. The attitudinal effects, motivational effects and amount of reflection were much higher for those students who were in the lecturing mode followed by PBL. Students who did PBL first found it more strenuous and they became negative once supplemented in the lecturing mode. The PBL component improves the student's teamwork and communication skills whilst they also learn to apply their knowledge to solve complex engineering problems. There is a real need to address gaps between employer expectations and higher education outcomes in South Africa and it might be worth it for universities to move at least in part to PBL.

dc.publisherInderscience Publishers
dc.titleDifferential effects of variations in problem-based and lecturing sequences
dc.typeJournal Article
dcterms.source.titleInternational Journal of Continuing Engineering Education and Life-Long Learning
curtin.departmentSchool of Information Systems
curtin.accessStatusFulltext not available

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