Student's Voice in problem-based learning: personal experiences, thoughts and feelings

• Marte Rinck ^[1] ; Hans Otting
  1. [1] Stenden University of Applied Sciences

     Stenden University of Applied Sciences

     Países Bajos

     
• Localización: Journal of hospitality and tourism education, ISSN 1096-3758, Vol. 23, Nº. 2, 2011, págs. 30-40
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • Studying in a problem-based learning (PBL) higher education program is quite different from the mainstream didacctic approaches in many secondary education schools. Enrolling students encounter difficulties in the transition from secondary education to problem-based learning (PBL) in hotel management education. They have to ome active learners, who individually and collaboratively construct knowledge and develop self-directed ning skills. However, little is known about how students experience the transition in the first ten weeks of their study. This qualitative study uses narrative essays to gain insight in first year students' experiences with PBL. Students expressed feelings of distress and uncertainty due to insufficient comprehension of PBL principles and lack PBL practice. Students actively participated in PBL, and after a short period of time they appreciated this new way of learning have acquired basic understanding of the PBL principles.