Problem-Based Learning for a Lean Six Sigma Course

International Journal for Innovation Education and Research, 2019

Problem-based learning (PBL) is a teaching method that encourages the student´s proactivity to reason, in order to seek solutions to the problem in question. This article aims to evaluate the advantages and disadvantages of using the PBL method for top level students in business areas. In order to meet the objective, a questionnaire was prepared from the literature studied and sent to 375 students, with a return rate of 19%. The main results show that 74% of the respondents consider that the practical classes contribute to the memorization of the content, 93% of the respondents consider it an opportunity for personal and social formation, besides promoting the sharing of knowledge and improvement in decision-making. It also found that 83% feel more protagonists in the PBL method and more than 81% feel more engaged in their own learning. As a result, it was possible to identify a favorable perception of the learning method that leads and engages the student. This research also allow...

2013

Problem-Based Learning (PBL) is a pedagogical approach impacting instructional delivery in all tiers of K-20 education. The introduction of PBL in higher education first occurred in the medical school setting. Several decades later PBL is widely utilized as a popular teaching and learning strategy in colleges of education, specifically in graduate programs.

Journal of Management Education, 2004

Problem-based learning (PBL) is an idea whose time has come, especially in education for the professions. It came in medical education first but has rapidly spread to other professional disciplines in higher education such as the sciences, engineering, nursing, social work, and even more recently, the liberal arts. There seem to be virtually no disciplinary limits to what PBL has to offer. So it is not surprising that management education, which has been repeatedly criticized in recent years, has also been a discipline where PBL and other pedagogical innovations have begun to grow. This special issue was undertaken to publicize and accelerate the growth of PBL in management education. PBL is not the only response to new societal needs that are emerging from a world of new technologies, increasing rates of change, and state changes in levels of complexity. Organizations need people skilled in teamwork and leadership, communication, critical thinking, and dealing with unstructured problems. This presents a particular challenge to management education, which has been criticized as too analytical and lacking relevance (Porter & McKibbin, 1988) and more recently as unrealistic and based on academic research that has a questionable benefit for managerial practice (Pfeffer & Fong, 2002). There has been a host of alternative approaches to management 523

2005

Problem-based Learning (PBL) is known to develop and enhance generic skills. The prevailing question is whether the same benefits can be seen for "passive" Malaysian students. In the 2004/05-2 semester, fourth year chemical engineering undergraduates who took Process Control and Dynamics, which was taught using PBL, were surveyed at the end of the semester to assess the generic skills outcomes. The result was overwhelmingly positive, with most of them agreeing or strongly agreeing that PBL had developed or improved their generic skills. The outcome of this study had positively shown that PBL was just as effective even in the supposedly passive Malaysian education culture.

AL-ISHLAH: Jurnal Pendidikan, 2021

Problem-based learning has been used in high school classrooms for a long time. Despite all the theory and practical recommendations on the usefulness of problem-based learning, empirical research reveals that it primarily impacts problem-solving. Critical thinking problems and talents, but not necessarily knowledge. Various theoretical techniques, which are addressed in this work, can assist problem-based learning. After that, a detailed assessment of the empirical literature on problem-based learning is offered, focusing on its use in Informatics Technology Education classrooms. This study utilises the literature study approach to complete this study, which entails acquiring and analysing data from various sources. Existing theoretical concepts, such as problem-based learning, do not link theory with relevant research as well as new pedagogical theories. In problem-based learning, objectives and learning outcomes take precedence over time and resources. According to this study, pr...

2010

Author Challenges of PBL Implementation XVI INTERNATIONAL CONFERENCE ON INDUSTRIAL ENGINEERING AND OPERATIONS MANAGEMENT Challenges and Maturity of Production Engineering: competitiveness of enterprises, working conditions, environment.

Proceedings of Information Systems …, 2000

This paper presents the results of a qualitative research study aimed at understanding students' perspectives of a trial of Problem Based Learning (PBL) in a traditional information systems course structure. Issues that arose and difficulties that were encountered by ...

2005

Problem-based Learning (PBL) is known to develop and enhance generic skills. The prevailing question is whether the same benefits can be seen for "passive" Malaysian students. In the 2004/05-2 semester, fourth year chemical engineering undergraduates who took Process Control and Dynamics, which was taught using PBL, were surveyed at the end of the semester to assess the generic skills outcomes. The result was overwhelmingly positive, with most of them agreeing or strongly agreeing that PBL had developed or improved their generic skills. The outcome of this study had positively shown that PBL was just as effective even in the supposedly passive Malaysian education culture.

2005

International Journal of Education Management

Problem-based learning has been used as a learning device in the management classroom since at least 2004. Although theory about the effectiveness of problem-based learning and practical advice about implementing problem-based learning abound, the empirical evidence available to date only marginally supports the effectiveness of problem-based learning over a more traditional, lectured-based approach. This paper presents a comprehensive review of the empirical literature on problem-based learning with a focus on its application to the management classroom. The paper also presents an overview of the prevailing, and one novel, theoretical approach to problem-based learning. By reviewing the empirical evidence to date, it is clear there is less than hardy support for problem-based learning. However, by reviewing the theoretical literature, it is also clear that there is considerable theoretical support for problem-based learning. By considering a novel pedagogical theory, Montessorian theory, as applied to problem-based learning, this contradiction between research and theory can be resolved. By using Montesosorian theory to understand problem-based learning we can come to a better understanding of the effectiveness of problem-based learning, focus on more appropriate outcome measures, and adjust expectations accordingly with regards to management development.