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Dangerfield, Polly (2006) Problem-based learning principles and application to practice : an example from a practitioner-orientated course. Investigations in university teaching and learning, 3 (2). pp. 47-57. ISSN 1740-5106
Highly motivated, well-read learners are advantageous in any classroom, from undergraduate programmes to taught doctorate settings, and these dual attributes have encouraged and inspired increasing numbers of HE tutors to introduce modifications on what has become known as PBL (problem-based learning), incorporating this element into their courses (Stevenson, 2005). Whatever its title - it is diversely known as PBL, EBL (enquiry-based learning), and PSL (problem-solving learning) - the criteria underpinning this student-centred approach to learning and teaching require learners to reflect equally upon their skills of enquiry and knowledge accrued, although some precise distinctions have been made (ibid, 2005). It is a philosophy of learning that enables students to see the relevance of the learning they need to achieve targets and succeed.
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