Problem-based learning (PBL), as an innovative pedagogical approach, has been widely adopted in higher education. It is regarded as one of the most significant developments in education. PBL started from McMaster University, and since then has been spreading worldwide. At its core, PBL is an active learning strategy that promotes student-centered learning. It starts by introducing a problem (or query) to the students. The instructor guides the students to solve the problem without deep involvement in the management or solution of the project. Students take their own initiative in the learning process, because the appropriation and assimilation of knowledge ultimately can only be done by the learners, not the teachers. Unlike the traditional lecturing (TL), PBL emphasizes more on the problem-solving skills.
While the pure PBL excludes TL in the learning process, it has been observed that more and more teaching practices are combining TL and PBL. This hybrid PBL (h-PBL) approach has gained popularity among many disciplines. H-PBL takes advantage of the structured TL learning and the student-centered PBL learning, potentially reducing the difficulty when transitioning from TL to PBL for both instructors and learners. In addition, h-PBL may require fewer resources in comparison to pure PBL.
Despite its popularity, there is still a lack of research on h-PBL. Many research questions regarding the h-PBL modality remain to be answered in order to capitalize on the synergy between TL and PBL. For instance, questions regarding
· The h-PBL design;
· The h-PBL implementation;
· The h-PBL assessment;
· The educational benefits of h-PBL.
The Research Topic calls for original research on h-PBL. We are seeking research that contributes to the h-PBL pedagogical theory; h-PBL curriculum design and transformative h-PBL implementation at a course level that can benefit the educational community; the new assessment tools on h-PBL learning; the evaluation of educational benefits of h-PBL; and the perspectives on h-PBL from administrators, educators, and learners. Selected topics may include, but are not limited to, the following:
· Pedagogical research on h-PBL,
· Transformative teaching practices using h-PBL,
· H-PBL at various educational disciplines,
· H-PBL assessment tools,
· H-PBL curriculum design,
· H-PBL implementation,
· Comparative study on h-PBL and TL,
· Transition from TL to h-PBL,
· Institutional support on h-PBL,
· Short-term or long-term benefits of h-PBL,
· Perceptions of h-PBL from both teachers and learners.
Problem-based learning (PBL), as an innovative pedagogical approach, has been widely adopted in higher education. It is regarded as one of the most significant developments in education. PBL started from McMaster University, and since then has been spreading worldwide. At its core, PBL is an active learning strategy that promotes student-centered learning. It starts by introducing a problem (or query) to the students. The instructor guides the students to solve the problem without deep involvement in the management or solution of the project. Students take their own initiative in the learning process, because the appropriation and assimilation of knowledge ultimately can only be done by the learners, not the teachers. Unlike the traditional lecturing (TL), PBL emphasizes more on the problem-solving skills.
While the pure PBL excludes TL in the learning process, it has been observed that more and more teaching practices are combining TL and PBL. This hybrid PBL (h-PBL) approach has gained popularity among many disciplines. H-PBL takes advantage of the structured TL learning and the student-centered PBL learning, potentially reducing the difficulty when transitioning from TL to PBL for both instructors and learners. In addition, h-PBL may require fewer resources in comparison to pure PBL.
Despite its popularity, there is still a lack of research on h-PBL. Many research questions regarding the h-PBL modality remain to be answered in order to capitalize on the synergy between TL and PBL. For instance, questions regarding
· The h-PBL design;
· The h-PBL implementation;
· The h-PBL assessment;
· The educational benefits of h-PBL.
The Research Topic calls for original research on h-PBL. We are seeking research that contributes to the h-PBL pedagogical theory; h-PBL curriculum design and transformative h-PBL implementation at a course level that can benefit the educational community; the new assessment tools on h-PBL learning; the evaluation of educational benefits of h-PBL; and the perspectives on h-PBL from administrators, educators, and learners. Selected topics may include, but are not limited to, the following:
· Pedagogical research on h-PBL,
· Transformative teaching practices using h-PBL,
· H-PBL at various educational disciplines,
· H-PBL assessment tools,
· H-PBL curriculum design,
· H-PBL implementation,
· Comparative study on h-PBL and TL,
· Transition from TL to h-PBL,
· Institutional support on h-PBL,
· Short-term or long-term benefits of h-PBL,
· Perceptions of h-PBL from both teachers and learners.
