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Cooperative Problem-Based Learning (CPBL): a practical PBL model for engineering courses

Problem-Based Learning (PBL) is an inductive learning approach that uses a realistic problem as the starting point of learning. Unlike in medical education, which is more easily adaptable to PBL, implementing PBL in engineering courses in the traditional semester system set-up is challenging. While...

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Main Authors: Mohd. Yusof, Khairiyah, Hassan, S. A. H. S., Jamaludin, Mohammad Zamry, Harun, Nor Farida
Format: Book Section
Published: IEEE Explorer 2011
Subjects:
H Social Sciences
Online Access:http://eprints.utm.my/id/eprint/28900/
http://dx.doi.org/10.1109/EDUCON.2011.5773162
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spelling my.utm.289002017-02-04T08:34:24Z http://eprints.utm.my/id/eprint/28900/ Cooperative Problem-Based Learning (CPBL): a practical PBL model for engineering courses Mohd. Yusof, Khairiyah Hassan, S. A. H. S. Jamaludin, Mohammad Zamry Harun, Nor Farida H Social Sciences Problem-Based Learning (PBL) is an inductive learning approach that uses a realistic problem as the starting point of learning. Unlike in medical education, which is more easily adaptable to PBL, implementing PBL in engineering courses in the traditional semester system set-up is challenging. While PBL is normally implemented in small groups of up to ten students with a dedicated tutor during PBL sessions in medical education, this is not plausible in engineering education because of the high enrollment and large class sizes. In a typical engineering course, implementation of PBL consisting of students in small groups in medium to large classes is more practical. However, this type of implementation is more difficult to monitor, and thus requires good support and guidance in ensuring commitment and accountability of each student towards learning in his/her group. To provide the required support, Cooperative Learning (CL) is identified to have the much needed elements to develop the small student groups to functional learning teams. Combining both CL and PBL results in a Cooperative Problem-Based Learning (CPBL) model that provides a step by step guide for students to go through the PBL cycle in their teams, according to CL principles. Suitable for implementation in medium to large classes (approximately 40-60 students for one floating facilitator), with small groups consisting of 3-5 students, the CPBL model is designed to develop the students in the whole class into a learning community. This paper provides a detailed description of the CPBL model. A sample implementation in a third year Chemical Engineering course, Process Control and Dynamics, is also described. IEEE Explorer 2011 Book Section PeerReviewed Mohd. Yusof, Khairiyah and Hassan, S. A. H. S. and Jamaludin, Mohammad Zamry and Harun, Nor Farida (2011) Cooperative Problem-Based Learning (CPBL): a practical PBL model for engineering courses. In: 2011 IEEE Global Engineering Education Conference, EDUCON 2011. IEEE Explorer, 366 -373. ISBN 978-1-61284-642-2 http://dx.doi.org/10.1109/EDUCON.2011.5773162 10.1109/EDUCON.2011.5773162
institution Universiti Teknologi Malaysia
building UTM Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Teknologi Malaysia
content_source UTM Institutional Repository
url_provider http://eprints.utm.my/
topic H Social Sciences
spellingShingle H Social Sciences
Mohd. Yusof, Khairiyah
Hassan, S. A. H. S.
Jamaludin, Mohammad Zamry
Harun, Nor Farida
Cooperative Problem-Based Learning (CPBL): a practical PBL model for engineering courses
description Problem-Based Learning (PBL) is an inductive learning approach that uses a realistic problem as the starting point of learning. Unlike in medical education, which is more easily adaptable to PBL, implementing PBL in engineering courses in the traditional semester system set-up is challenging. While PBL is normally implemented in small groups of up to ten students with a dedicated tutor during PBL sessions in medical education, this is not plausible in engineering education because of the high enrollment and large class sizes. In a typical engineering course, implementation of PBL consisting of students in small groups in medium to large classes is more practical. However, this type of implementation is more difficult to monitor, and thus requires good support and guidance in ensuring commitment and accountability of each student towards learning in his/her group. To provide the required support, Cooperative Learning (CL) is identified to have the much needed elements to develop the small student groups to functional learning teams. Combining both CL and PBL results in a Cooperative Problem-Based Learning (CPBL) model that provides a step by step guide for students to go through the PBL cycle in their teams, according to CL principles. Suitable for implementation in medium to large classes (approximately 40-60 students for one floating facilitator), with small groups consisting of 3-5 students, the CPBL model is designed to develop the students in the whole class into a learning community. This paper provides a detailed description of the CPBL model. A sample implementation in a third year Chemical Engineering course, Process Control and Dynamics, is also described.
format Book Section
author Mohd. Yusof, Khairiyah
Hassan, S. A. H. S.
Jamaludin, Mohammad Zamry
Harun, Nor Farida
author_facet Mohd. Yusof, Khairiyah
Hassan, S. A. H. S.
Jamaludin, Mohammad Zamry
Harun, Nor Farida
author_sort Mohd. Yusof, Khairiyah
title Cooperative Problem-Based Learning (CPBL): a practical PBL model for engineering courses
title_short Cooperative Problem-Based Learning (CPBL): a practical PBL model for engineering courses
title_full Cooperative Problem-Based Learning (CPBL): a practical PBL model for engineering courses
title_fullStr Cooperative Problem-Based Learning (CPBL): a practical PBL model for engineering courses
title_full_unstemmed Cooperative Problem-Based Learning (CPBL): a practical PBL model for engineering courses
title_sort cooperative problem-based learning (cpbl): a practical pbl model for engineering courses
publisher IEEE Explorer
publishDate 2011
url http://eprints.utm.my/id/eprint/28900/
http://dx.doi.org/10.1109/EDUCON.2011.5773162
_version_ 1643648185083625472
score 13.211869

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