One-Day, One-Problem

An Approach to Problem-based Learning

  • Glen O'Grady
  • Elaine H.J. Yew
  • Karen P.L. Goh
  • Henk G. Schmidt

Table of contents

  1. Front Matter
    Pages i-viii
  2. Introduction and Overview

    1. Front Matter
      Pages 1-1
    2. Elaine H. J. Yew, Glen O’Grady
      Pages 3-19
    3. Henk G. Schmidt
      Pages 21-40
  3. Student Learning

    1. Front Matter
      Pages 61-61
    2. Elaine H. J. Yew, Henk G. Schmidt
      Pages 63-83
    3. Jeanette L. F. Choy, Lisa-Angelique Lim
      Pages 103-137
  4. Problems and Scaffolds

    1. Front Matter
      Pages 139-139
    2. Nachamma Sockalingam, Henk G. Schmidt
      Pages 141-165
    3. Serene S. Y. Choo
      Pages 167-184
  5. Assessment

    1. Front Matter
      Pages 185-185
    2. Glen O’Grady, W. A. M. Alwis
      Pages 187-212
    3. Magdeleine D. N. Lew, Henk G. Schmidt
      Pages 213-234
  6. Facilitators

    1. Front Matter
      Pages 235-235
    2. Judith C. Williams
      Pages 237-258
  7. Conclusion

    1. Front Matter
      Pages 283-283
    2. Elaine H. J. Yew, Karen P. L. Goh, Glen O’Grady
      Pages 285-293
  8. Back Matter
    Pages 295-298

About this book


One-day, one-problem is a unique adaptation of problem-based learning (PBL) pioneered at Republic Polytechnic, Singapore. Here students are challenged each day with a problem from their domain and attain the necessary learning outcomes in the process of responding to the problem. Throughout the day students would engage in small group discussions, self-directed learning and conversations with their teacher who plays the role of a facilitator. This approach to learning and instruction represents a new brand of constructivist learning in a more structured learning environment compared to conventional PBL. This book contains a series of chapters by authors with first-hand experience in the one-day,one-problem PBL approach. Unlike other books on PBL, the chapters are both research-informed and practical. Results of empirical studies into the factors of PBL such as quality of problems, tutor behaviours, scaffoldings, student learning and interest are discussed together with practical implications for the educator.


assessment collaborative learning facilitation problem-based Learning self-directed learning

Editors and affiliations

  • Glen O'Grady
    • 1
  • Elaine H.J. Yew
    • 2
  • Karen P.L. Goh
    • 3
  • Henk G. Schmidt
    • 4
  1. 1.SingaporeSingapore
  2. 2.SingaporeSingapore
  3. 3.SingaporeSingapore
  4. 4.RotterdamNetherlands

Bibliographic information