Seeing the landscape and the forest floor: changes made to improve the connectivity of concepts in a hybrid problem-based learning curriculum

Learner centered higher education in East Asia: assessing the effects on student engagement

“…Teaching methods such as project-based learning (Thomas, 2000), problem-based learning (PBL) (Barrows and Tamblyn, 1980;Major and Palmer, 2001;O'Neill and Hung, 2010), case teaching (Christensen, 1995;Garvin, 2003;Harvard Business School, 2008), and simulation (Hallinger et al, 2010;Salas et al, 2009) seek to make learning meaningful by connecting it to problems and tasks that learners will encounter in their professional careers. Theorists hypothesize that grounding learning tasks in the context of meaningful problem scenarios satisfies personal learning goals, thereby enhancing learner motivation and engagement (Bransford et al, 2000;Carroll, 2000;Hallinger and Bridges, 2007;Hunter, 1995;Kolb, 1984;Knowles, 1980;Salas et al, 2009).…”

“…Rather we focus on the GSB's attempt to implement a broad set of learner-centered approaches to teaching and learning. These included cooperative learning (Smith et al, 2005), PBL (Barrows and Tamblyn, 1980;O'Neill and Hung, 2010), case teaching (Christensen, 1995;Garvin, 2003), simulations (Salas et al, 2009), and technology-enriched, learnercentered instruction (Bransford et al, 2000;Hunter, 1995).…”

“…The data collection tool in this study consisted of the GSB's course evaluation questionnaire (CEQ) administered to students at the conclusion of each course. CEQ are subject to a variety of potential problems when used in academic research (Aleamoni, 1999;O'Neill and Hung, 2010;Scriven, 1988). Nonetheless, a substantial body of research supports the reliability and validity of purposively designed, systematically administered CEQ (Aleamoni, 1999;McKeachie, 1997;Marsh and Roche, 1997;Scriven, 1995).…”

“…In addition to this curriculum change, during Term 2, a new "PBL track" was introduced in the GSB as an alternative to thesis and independent study in the Capstone portion of the MM program (Hallinger and Bridges, 2007;O'Neill and Hung, 2010). These modules were organized around important business problems drawn from the local business environment (see Hallinger and Bridges, 2007;Hallinger and Lu, 2012).…”

Preparing Students for Construction Management Technology Curriculum

“…A technology education framework for CEM programs is needed to aid educators in establishing coherent and comprehensive curricula, both within existing courses and by introducing new courses. The curriculum is the foundation of the teaching/ learning process, so when developing a new course it is crucial to adopt a curriculum model that will enable educators to systematically and transparently map out the rationale for the use of particular teaching, learning, and assessment approaches [12,13].…”