Chopping off our tail A preview of our results from an ongoing implementation of Problem Based and Active Learning.

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Presentation transcript:

Chopping off our tail A preview of our results from an ongoing implementation of Problem Based and Active Learning

Background University of Gloucestershire Business School Just another FE college gone Uni? Legacy of QA

The Difficulty with Didactic Students no longer follow the rules Choose social time over study Can glean more information from the web then from class notes Student work-study balance is skewed to money making Academic work is undertaken in a strategic fashion Attendance drops over the academic year as they ‘learn’ what they can avoid Academics loose interest Loose energy in the classroom Make the same old complaints

PBL and AL Active Learning is my generic term for teaching pedagogies that require the educator to privilege the learner’s participation over his or her own declarative knowledge of the subject. Problems Based Learning is the best such ‘active’ pedagogy for business students!

PBL Focuses the learner on problematisation - of the complex process of business problem investigation - of the complicated environment that business works within problem solving – as business is based on action critical reflection – because business success is measured on your next action, not your last

Quick and Dirty At level one and two we follow a structured approach At level three a semi structured approach A minimally structured approach in Masters and Professional courses

What’s new PBL is plagued with comments about how we can measure if students like it (engagement), if staff like it (uptake), and if it improves soft measures of learning (ability to reason, solve problems, explain, etc.) Far fewer studies claim that this changes the hard measures which many program and institutional managers are looking for (avg grade, std dev, cost, pass rate, drop out rate, attendance)

Our study shows just that! Average attendance is up Module averages are up The drop out rate is less We have far fewer year to year problems (D grade students not prepared for the next level of work, refer grades requiring a ‘condone,’ retake modules because of fails, etc) Participation in non-assessed activities Lower standard deviation

Unresolved issues Some problems with attendance exist still in semester two of year long modules System required additional administrative time System is based on key personalities and is not yet embedded System puts second and third year entry students from other institutions (esp. from abroad) at a significant disadvantage

Where next Crunching the numbers on PBL and AL ‘pathways’ Analysis of effect on final year projects Employability study?

Contact: Dr. Jason MacVaugh Course Leader: Undergraduate Human Resource Management Senior Lecturer in Human Resource Management The Business School, University of Gloucestershire Park Campus, Cheltenham GL50 2RH Tel: