Introducing problem-based learning (PBL) into a foundation programme to develop self-directed learning skills

• Main Authors: Sharon B Malan, Mdutshekelwa Ndlovu, Petra Engelbrecht
• Format: Article
• Language: English
• Published: Education Association of South Africa 2014-01-01
• Series: South African Journal of Education
• Subjects: disadvantaged learners; evaluation research; foundation programmes; lifelong learning; Mathematics and Physical Science education; Problem-based Learning; self-directed learning; self-regulated learning
• Online Access: http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S0256-01002014000100003&lng=en&tlng=en

This article reports on the qualitative aspects of a study that examined whether introducing a Problem-based Learning (PBL) approach in a one-year foundation programme can create conditions for learners to develop and sustain self-directed learning skills. This interpretive-constructivist case study was located in evaluation research. Data were collected by means of classroom observations and interviews with 35 students and 14 former students. Findings indicated that introducing students to a PBL approach did promote more meaningful learning patterns, typified by processing the subject matter critically and self-regulating learning processes. The sustainability ofthe meaning-directed learning skills was questionable ifstudent beliefs in the approach did not support the activities employed. Introducing PBL into a foundation programme can develop self-directed learning skills in students and set in motion a process of growth towards lifelong learning.