Proposal Abstract

At Universiti Tun Hussein Onn Malaysia , Problem-Based Learning formally began in 2005. For PBL to be effective, the University introduced a simple yet innovative classroom setting for use in lectures, tutorials, task-based activities, role plays, video viewing and presentations. These unique “PBL Classrooms” provide far more learning and facilitation benefits than conventional ones. Each of the ten classrooms are slightly larger in size, comprise 41 single chairs, writing tables, whiteboards, 10 Internet points, Wi-Fi facility, a visualizer, an LCD projector, and a PA System. Data collected from a sample of 300 undergraduates reveal increased interactive learning, group dynamics, communication skills, team work, leadership, analytical and critical thinking, meaningful and joyful learning. On the part of the lecturer there was better facilitation and monitoring for more effective teaching.

Location

Concourse

Publication Type and Release Option

Presentation (Open Access)

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Mar 12th, 4:00 PM Mar 12th, 5:45 PM

New Classroom Setting for Problem-Based Learning: A Success Story

Concourse

At Universiti Tun Hussein Onn Malaysia , Problem-Based Learning formally began in 2005. For PBL to be effective, the University introduced a simple yet innovative classroom setting for use in lectures, tutorials, task-based activities, role plays, video viewing and presentations. These unique “PBL Classrooms” provide far more learning and facilitation benefits than conventional ones. Each of the ten classrooms are slightly larger in size, comprise 41 single chairs, writing tables, whiteboards, 10 Internet points, Wi-Fi facility, a visualizer, an LCD projector, and a PA System. Data collected from a sample of 300 undergraduates reveal increased interactive learning, group dynamics, communication skills, team work, leadership, analytical and critical thinking, meaningful and joyful learning. On the part of the lecturer there was better facilitation and monitoring for more effective teaching.