Problem-Based Learning (PBL) Use in Higher Education: A State University Faculty Study of PBL

• In Event: AERA Poster Session 6
  In Poster Session: Division J Poster Session: Faculty, Curriculum, and Teaching 2

Abstract

This research study analyzed the faculty perceptions of Problem Based Learning (PBL) at one state university. The objectives were to identify key predictors of perceived student learning associated with PBL pedagogy and the perceived barriers of utilizing PBL. Additionally, demographic factors that predict the use of PBL.
The findings indicated the factors (learning, demographics, and barriers) all related to PBL deployment and sustainability at the University. Reported, 90.4% of the responding faculty expressed that PBL has a positive effect on student learning. Identified barriers to using PBL and an association between recent Professional Development (PD) and the use of PBL by the faculty. This study benefits researchers, administrators, faculty, and collaboration with organizational stakeholders in active learning pedagogies.

Authors

• Robert Thomas Herold, Fresno City College

• Jennifer Watson, California State University - Fresno