An introductory note to reflections on problem-based learning experiences

Abstract

The ever changing population needs have prompted a number of innovative ways of thinking about learning, one of which is the shift from fact memorization to searching, analyzing and synthesizing information. Being one of such approaches, problem-based learning (PBL) presents a unique way of looking at learning in that, rather than starting with the knowledge base for practice, learning starts with a real problem that the students are likely to meet in practice. This paper reports on how the PBL concept was implemented in a graduate course offering in an environment where the lecture method is dominant. The paper provides a background for the 15 papers that follow, which are authored by 15 graduate students who participated in the PBL course offering that is described. The authors reflect on their experience of the course offering, with each having experienced the course offering in his or her own unique way.