Promoting student learning through a student‐centred problem‐based learning subject curriculum

By Jenny C. C. Chung *, Susanna M. K. Chow. 2004

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Student-Centered Learning in Higher Education (2011, background): “A positive response to student concerns can result in a classroom that is even more student-centered (Chung & Chow, 2004).”
Using student-centred learning environments to stimulate deep approaches to learning: Factors encouraging or discouraging their effectiveness (2010, background): “Chung and Chow (2004), Herington and Weaven (2008), McParland, Noble, and Livingston (2004), and Wong and Lam (2007) did not find any significant difference between pre- and post-test measures of students’ deep and surface approaches in a student-centred learning environment.”
Inductive Teaching and Learning Methods: Definitions, Comparisons, and Research Bases (2006, background): “Individual studies have found a robust positive effect of PBL on skill development [1, 65, 66], understanding the interconnections among concepts [65], deep conceptual understanding [67], ability to apply appropriate metacognitive and reasoning strategies [ 68 ], teamwork skills [69], and even class”
Incorporating Problem-Based Learning Strategies to Develop Learner Autonomy and Employability Skills in Sports Science Undergraduates (2008, background): “The key processes in the PBL approach – identifying own learning issues (needs) and (setting) objectives; conducting independent information gathering and evaluation; and improving the sharing of their results – are likely to contribute to a shift in control (Chung and Chow, 2004).”