Problem-Based Learning and Civic Engagement in Undergraduate Education

Abstract

Problem-based learning and civic engagement are complementary constructivist andragogical approaches that emphasize active learning by guiding students to develop their own understanding and knowledge of a topic through experience and reflection. By providing examples of clinical cases and community-based experiences, these approaches can enhance and expand the sociocultural perceptions of the students, while also allowing them an opportunity to develop the valuable interprofessional skill of collaboration. This article introduces the reader to these two andragogical approaches, and argues that, when implemented concurrently, these approaches are ideal for undergraduate students completing communication sciences and disorders degrees. These teaching methods provide students with an opportunity to cultivate a professional identity, and by assuming responsibility for their own learning, begin to develop research and clinical skills.

Does problem-based learning enhances metacognitive awareness of economics students?

“…Problem-based learning also provides opportunities for students to question existing phenomena and actively build understanding of concepts, including in economics in a more coherent, flexible, and systematic manner (Narmaditya et al, 2018). This is in accordance previous study by Keegan et al (2017) which noted that problem-based learning is a model that engages students to address issues through the stages of the scientific method so that students can learn knowledge related to existing problems. At the same time, it has the skills to deal with problems that is expected can improve student learning outcomes.…”

PBL (Problem Based Learning) Model Based on Constructivist Sosioculturalism: Theory and Concept of The Millennial Era of Learning Model

“…PBL can be regarded as a learning approach that includes interdisciplinary learning (Stentoft, 2017), So with this approach he thinks will create a more conducive learning atmosphere. But unlike that expressed by Keegan (2017) which revealed that PBL is a constructivist andragogic complementary approach which means that this approach is an approach that emphasizes active learning by means of guiding students to develop an understanding of their own based on the knowledge they gained from the experience they get from the outside and their living environment. Furthermore, Keegan also explain that PBL can also be regarded as andragogic approach means that such an approach is an approach to learning that emphasizes the importance of problem-based learning with completing engineering problems based on real evidence.…”

Navigating Terminology and Promoting Evidence-Based Practice for Child Language Disorders: Challenges and Solutions for Educators

“…A majority of students reported a positive view of PBL, and, in particular, noted that PBL methods prepared them well for problem-solving and decision-making in their clinical practice. Although programs in the United States have not implemented PBL on a curricular level, graduate instructors often integrate PBL methods into their teaching (Keegan, Losardo, & McCullough, 2017). Many have pointed out that PBL and critical thinking skills are closely related to the process of making EBP decisions in speech-language pathology (Burda & Hageman, 2015; Grillo, Koenig, Gunter, & Kim, 2015; Visconti, 2010).…”