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
Recommended Citation
Salleh, Berhannudin Mohd; Othman, Hussain; Sulaiman, Abdullah; Selamat, Asri; and Esa, Ahmad, "New Classroom Setting for Problem-Based Learning: A Success Story" (2009). SoTL Commons Conference. 72.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2009/72
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.
