Method Integrated Problem-Based Learning (PBL) with Students’ Academic Achievement in Economics Education

Foreword

“…Contrary to Tseng's (2013) statement that SDL is an individual activity (learning on one's own), several other authors (Alvi & Gillies 2015;Kazlauskiene et al 2013;Lackéus 2016;Neck & Corbett 2018;Täks et al 2014;Verzat et al 2017;Zabit et al 2017) explain the importance of collaboration in developing knowledge in and scaffolding the SDL process. Examples of collaboration in SDL include learners solving problems in groups, sharing resources or brainstorming ideas (Lackéus 2016).…”

“…The processes for both entrepreneurship education and SDL should be implemented or applied in the real world to be meaningful, implying that learners should be able to adapt what they have learnt (both knowledge and skills) to the changing circumstances and challenges they encounter in the real world. The learning approaches and skills associated with such learning will contribute to learners' adaptability in a changing world and their competency to implement learnt knowledge, skills and processes in novel contexts or challenging circumstances (Table 10.1) (Nieswandt 2017;Toutain & Fayolle 2017;Zabit et al 2017). It is vital that 21stcentury learners are able to adapt to the changing world (not only technology but also changes in social and other structures) and act with confidence in challenging and uncertain situations and that the teacher, as well as the teaching approaches used, play important roles in developing this capacity in learners (Toutain & Fayolle 2017).…”

In pursuit of accomplished teacher development through praxis in a South African distance learning programme

“…In line with this finding, Tseng (2013) mentions that SDL characteristics and skills are key in helping entrepreneurs cope with change. Such change includes that knowledge is constantly changing and expanding and that challenges are constantly shifting (Zabit et al 2017). Learners are expected to be actively involved in the learning process, take ownership for their own learning and learn independently to a large extent (Kapasi & Grekova 2018;Lindberg et al 2017;Tseng 2013;Tynan 2017;Verzat et al 2017).…”

A teaching–learning framework for adaptive instruction using cooperative learning and Socratic questioning to promote self-directed learning: A systematic literature review

“…To enable effective utilisation of real-life learning and making mistakes as learning opportunities, problem-solving and creative thinking (Table 10.1) are much-needed skills that learners should develop in the processes of both entrepreneurship education and SDL (Guglielmino & Klatt 1993;Seikkula-Leino et al 2015;Silén & Uhlin 2008;Zabit et al 2017). Action-oriented learning, experiential learning and PBL (learning by solving problems) are all active, learner-centred constructivist approaches to teaching and learning that are effectively used in entrepreneurship education (Du Toit 2018;).…”