Funded project
Examining the impact of problem based learning on surface and deep approaches to learning
| Project details | |
|---|---|
| Project contributor | Gavin Heron |
| Organisation | University of Strathclyde |
| Contact details | gavin.heron@strath.ac.uk |
| Disciplinary focus | Social Work |
| Completion date | 2006 |
Description
The value of problem based learning (PBL) is well documented and some higher education institutions have adopted it as a preferred method of delivering social work courses. Research suggests that students and tutors value PBL and recognise its relevance to practice. For example, it encourages students to learn independently and interdependently with their peers. There is, however, less evidence documenting how PBL enables students to shift from surface to deep approaches to learning. Within the Glasgow School of Social Work PBL was implemented in 2004 for students commencing the new honours degree and it accounted for one third of the teaching. This study aimed to evaluate students' experiences in relation to deep and surface learning approaches. In order to examine the impact of PBL on different learning approaches comparisons were made between two student cohorts. Data was collected using semi-structured interviews and questionnaires.
Outcomes and findings
The outcomes of the project have provided an insight into the merits of PBL in relation to deep and surface approaches to learning. The project has, therefore, provided empirical evidence to base future decisions about the effectiveness of PBL and the extent to which it might be expanded to other parts of the course within the Glasgow School of Social Work.
Project report: Examining the impact of problem based learning on surface and deep approaches to learning (PDF, 89KB)
