Abstract
Problem based learning (PBL) has always been acknowledged as a powerful approach to develop students’ learning, professional skills, and positive attitudes (Mohd-Yusof et al., 2016; Duderstadt, 2008; Strobel, 2007; Polanco, Claderon, & Delgado, 2001; Woods et al., 2000; Barrows & Tamblyn, 1980). However, being highly student-centred, it is seen to be more difficult to implement compared to other active learning approaches. The need for proper planning and preparation also renders PBL to be difficult to sustain, especially in the absence of institutional support, acknowledgement, and reward.
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Mohd-Yusof, K. (2017). Sustaining Change for PBL at the Course Level. In: Guerra, A., Ulseth, R., Kolmos, A. (eds) PBL in Engineering Education. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6300-905-8_2
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DOI: https://doi.org/10.1007/978-94-6300-905-8_2
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