My initial negative attitude toward problem-based learning later motivated my learning
PublisherUniversity of Botswana, www.ub.ac.bw
RightsCopyright (c) 2017 Lonaka Journal of Learning and Teaching
MetadataShow full item record
Problem-based learning (PBL) is reported to be an effective student-centered approach to learning that empowers the students with critical thinking, problem-solving, interpersonal relations, collaboration, creativity, and communication competencies. Critical components of BPL are scenarios, students’ active participation through learning teams, reflective diaries and learning facilitation. This paper reports on my experience of PBL and was used in a graduate course that I took. Initially I experienced fear that I would not benefit much from the method. However, my negative emotions soon became a motivation for my learning. I have found PBL to be growth enhancing and I believe the success of learning teams pivots on mutual respect and tolerance of differences of opinion. However, a decision to adopt PBL must be paired with adequate planning and resourcing because the amount of work involved and group dynamics may retard progress, frustrate learners, and compromise learning.
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