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Education Sciences
Special Issues
Problem-based Pedagogies in Higher Education
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Problem-based Pedagogies in Higher Education

A special issue of Education Sciences (ISSN 2227-7102).

Deadline for manuscript submissions: closed (30 November 2019) | Viewed by 27371

Special Issue Editors

Prof. Dr. Eva Bendix Petersen

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Guest Editor
Department of People and Technology, Roskilde University, 260 Roskilde, Denmark
Interests: subjectivity and identity formation in educational settings; qualitative research methodology; post-qualitative research; discourse analysis; professional development in higher education
Assoc. Prof. Simon Warren

E-Mail
Guest Editor
Department of People and Technology, Roskilde University, Universitetsvej 1, 4000 Roskilde, Denmark

Special Issue Information

Dear Colleagues,

Many higher education institutions (HEIs) around the world employ various problem-based pedagogies in their educational programmes. The concept of problem-based pedagogies is broader than the common denominator problem-based learning, and include a wider range of approaches such as inquiry-based learning or case-based learning, where students may be introduced to rich and complex questions or problems. Higher education educators turn to problem-based pedagogies for many reasons. One of them is to address the problem of student disengagement in educational programmes, which students may experience as abstract and/or irrelevant and/or unconnected with their lives and concerns. Another reason may be that the ability to engage with and solve problems is considered an essential skill for the 21st century work place, for which HEIs are often required to provide a training ground. Some institutions adopt problem-based pedagogies at a larger scale and define their institution through them, while others use them as part of a menu of approaches in specific programmes or courses. In this special issue, we wish to explore different understandings and enactments of problem-based pedagogies in higher education. We welcome articles that discuss problem-based pedagogies conceptually or analyse how it is operationalised in specific locales. Therefore, papers may be theoretical or empirical, large-scale or case studies, take an organisational or a more learning-oriented perspective, and more.  We seek to include a diverse range of methodological approaches and perspectives.

The main goal, therefore, is not to provide a conceptual argument or empirical evidence for problem-based pedagogies, and neither is it to provide a final over-arching authoritative definition. Rather, it is to curate current enactments of it and to show different conceptualisations, so that those who are interested in problem-based pedagogies can get a sense of how others think it and do it, and therefore to find inspiration and provocation. Some of the questions we ask are:

  • How might we define the problem and the role of the problem in problem-based pedagogies?
  • What is educational about problem-based pedagogies? What is gained from conceptualising it as a pedagogy rather than a learning theory?
  • How is the curriculum conceptualised?
  • Can the educational experiences in problem-based pedagogies be considered authentic?
  • How is the student positioned, and the teacher/facilitator?
  • What educational problem is the choice of problem-based pedagogy an answer to?
  • In what way might an educational approach not hitherto connected with problem-based pedagogies be considered as such?

Full papers are due June 1.

We encourage prospective authors to contact the SI editors to discuss ideas or review abstracts well in advance of the submission date.

Brief bio-notes of editors

Eva Bendix Petersen is professor of Higher Education at Roskilde University in Denmark, which is a university that has used a problem-based pedagogy called Problem-oriented, Project Learning (PPL) since its conception in 1972. She is also director of the research centre RUC-PPL and director of the university’s unit of academic development. She has worked for several years in Australian universities and has a wide global network within higher education studies.

Simon Warren is associate professor of Higher Education at Roskilde University, with extensive experience in educational research and educational development.

Prof. Dr. Eva Bendix Petersen
Assoc. Prof. Simon Warren
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

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Published Papers (6 papers)

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Research

17 pages, 250 KiB  
Article
Implications of Assessing Student-Driven Projects: A Case Study of Possible Challenges and an Argument for Reflexivity
by Sofie Pedersen and Mads Hobye
Educ. Sci. 2020, 10(1), 19; https://doi.org/10.3390/educsci10010019 - 8 Jan 2020
Cited by 9 | Viewed by 3913
Abstract
Employing student-driven project work in a higher education setting challenges not only the way in which we understand students’ learning and how we define the expected learning outcomes, it also challenges our ways of assessing students’ learning. This paper will address this question [...] Read more.
Employing student-driven project work in a higher education setting challenges not only the way in which we understand students’ learning and how we define the expected learning outcomes, it also challenges our ways of assessing students’ learning. This paper will address this question specifically and illustrate with a case that highlights some of the challenges that may arise in practice when assessing student-driven, problem-based projects. The case involved an assessment situation in which a discrepancy arose between the internal and external examiner in relation to what was valued. The discrepancy had consequences not only for the concrete assessment of students’ work, but also for the validity of the problem-based university pedagogy in general, and it raised the question of how to assess students’ work adequately. The research focus of this study was to explore the implications of assessing student-driven projects within a progressive approach to higher education teaching, along with the potential underlying issues. We found a need for clear assessment criteria while insisting on a space for students’ creativity and reflexivity as essential parts of a learning process. The paper thus makes a case for the notion of reflexivity as an assessment criterion to be integrated into learning objectives. Full article
(This article belongs to the Special Issue Problem-based Pedagogies in Higher Education)
17 pages, 1719 KiB  
Article
Problem-Oriented Project Learning as a First Year Experience: A Transformative Pedagogy for Entry Level PPL
by Niels Møller Nielsen
Educ. Sci. 2020, 10(1), 6; https://doi.org/10.3390/educsci10010006 - 24 Dec 2019
Cited by 6 | Viewed by 4005
Abstract
This paper explores how Problem-oriented Project Learning (PPL) can be organized in a context that meets the pedagogical needs of first year students. Under the assumption that, while PPL provides a fruitful context for learning, it is also challenging for early stage learners, [...] Read more.
This paper explores how Problem-oriented Project Learning (PPL) can be organized in a context that meets the pedagogical needs of first year students. Under the assumption that, while PPL provides a fruitful context for learning, it is also challenging for early stage learners, the article formulates the theoretical considerations underlying a strategy for entry-level PPL. On that foundation, this paper discusses a case study where a set of scaffolding structures has been put in place to support the transformative development of first year students acquiring the study habits of PPL. This paper finds that a highly structured approach to entry level PPL promotes the students’ academic achievements as well as their sense of meaning in the PPL programme. Full article
(This article belongs to the Special Issue Problem-based Pedagogies in Higher Education)
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13 pages, 261 KiB  
Article
Re-Thinking the “Problem” in Inquiry-Based Pedagogies through Exemplarity and World-Oriented
by Simon Warren
Educ. Sci. 2019, 9(4), 295; https://doi.org/10.3390/educsci9040295 - 12 Dec 2019
Cited by 6 | Viewed by 3600
Abstract
This paper conducts a theoretical exploration of the inquiry-problem in problem-oriented pedagogies. Specifically, the article draws on a critical reflection of the addition of a global and internationalisation dimension to the problem-oriented project learning (PPL) pedagogic model at Roskilde University in Denmark. While [...] Read more.
This paper conducts a theoretical exploration of the inquiry-problem in problem-oriented pedagogies. Specifically, the article draws on a critical reflection of the addition of a global and internationalisation dimension to the problem-oriented project learning (PPL) pedagogic model at Roskilde University in Denmark. While the tradition of PPL has always promised a world-oriented and transformative alternative to traditional higher education, the article argues that this new global dimension presents an opportunity to renew the transformative potential of PPL. In particular, it argues that it can facilitate new ways of conceptualising the inquiry-problem in relation to the pedagogic idea of exemplary problems. Furthermore, problem-oriented approaches can generally be articulated with a more values-based conception of internationalisation and global justice, in order to enhance the transformative potential of these pedagogies. The article proposes that this enhanced conceptualization of world-orientation is an appropriate answer to the call for pedagogic responses to the existential threat posed by the climate crisis. Full article
(This article belongs to the Special Issue Problem-based Pedagogies in Higher Education)
23 pages, 800 KiB  
Article
Mapping the Evaluation of Problem-Oriented Pedagogies in Higher Education: A Systematic Literature Review
by Renae Acton
Educ. Sci. 2019, 9(4), 269; https://doi.org/10.3390/educsci9040269 - 8 Nov 2019
Cited by 13 | Viewed by 6367
Abstract
Problem-oriented pedagogies have emerged as strategic way for universities to respond to an international higher education agenda that increasingly prioritises innovative, student-centred learning, and the cultivation of both civic and employability competences. Alongside this pedagogic shift is a policy-driven emphasis on monitoring teaching [...] Read more.
Problem-oriented pedagogies have emerged as strategic way for universities to respond to an international higher education agenda that increasingly prioritises innovative, student-centred learning, and the cultivation of both civic and employability competences. Alongside this pedagogic shift is a policy-driven emphasis on monitoring teaching and learning for quality assurance purposes. This article aims to untangle the ways problem- and inquiry-based pedagogies are currently evaluated in universities, and thus consider how ‘quality’ implementation, and the effects of this suite of pedagogic approaches, might be better understood, practised, and measured. Taking a systematic approach to the review of the literature, the article maps evaluation methods that assess the effectiveness of problem-oriented and inquiry-based pedagogies implemented in university settings. The key findings include that evaluation methods in the field (i) prioritise qualification-related outcomes, (ii) are limited in scale and scope, and (iii) often function as demonstrations of performativity rather than as part of an ongoing improvement cycle. The article argues that evaluations that take a multi-method approach from the perspective of a range of stakeholders, with an exploration of civic and social competences in addition to employability outcomes, would significantly strengthen the field. Full article
(This article belongs to the Special Issue Problem-based Pedagogies in Higher Education)
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19 pages, 269 KiB  
Article
Developing Connective Pedagogy in Cultural Research—A Case Study from the Teachers’ Perspective in Adopting a Problem-Based Approach in Higher Education
by Kaisu Kumpulainen, Sanna-Mari Vierimaa and Eerika Koskinen-Koivisto
Educ. Sci. 2019, 9(4), 252; https://doi.org/10.3390/educsci9040252 - 4 Oct 2019
Cited by 6 | Viewed by 4143
Abstract
The article examines the challenges university teachers face when adopting connective pedagogy in organizing teaching. Instead of studying the learning outcomes of the method, we decided in this research to focus on the teachers’ experiences when doing things differently in a fairly traditional [...] Read more.
The article examines the challenges university teachers face when adopting connective pedagogy in organizing teaching. Instead of studying the learning outcomes of the method, we decided in this research to focus on the teachers’ experiences when doing things differently in a fairly traditional pedagogical institution like a university. In spring 2019, as a part of our new degree programme entitled Culture, Communities, and Change (KUMU) at the University of Jyväskylä, we implemented a multisensory ethnography course in collaboration with a third sector development project promoting village tourism in Central Finland. On the course, we applied a problem-based approach to implement the connective pedagogy through which we wanted to increase the students’ working life skills and public engagement. While the main objective of the multisensory ethnography course was to develop village tourism and teach the students how to do ethnographic research, we also scrutinized our own teaching experience in developing higher education pedagogy through documenting our own activities in field diaries and analysing our own roles through self-reflexive ethnographic practice. The group discussions and the diaries of the teachers during the course are the data that has been analysed by means of social practice theory. The three elements of social practices—material, competence, and meaning—helped us to identify the important factors that should be taken into consideration when trying to change everyday practices in our work, in this case to organize collaborative teaching with a third sector development project. According to our results, a problem-based approach is an effective tool on a collaborative project course between the university and a third sector organization because it enabled us to practice connective pedagogy at a very practical level. There are also challenges in applying a new method. Studying our diaries and notes of group discussions and reflecting our experiences, we identified the following critical stages and weak spots: Planning and co-ordinating the course took a lot of time and resources and teachers must tolerate a certain amount of uncertainty. The competence of the teachers was also challenged; they needed to be open, for example, to dealing with unfamiliar research topics. Even if the teachers’ meanings, motivation, and values were in accordance with the principles of connective pedagogy, there are still many contradictions in the meaning element of problem-based teaching practice. Above all, the teachers were compelled to question their role as experts when taking third sector actors as equal partners in producing new knowledge. Full article
(This article belongs to the Special Issue Problem-based Pedagogies in Higher Education)
16 pages, 1466 KiB  
Article
Bridging the Gap between Academia and Practice: Project-Based Class for Prestressed Concrete Applications
by Islam M. Mantawy, Conner Rusch, Sushil Ghimire, Lucas Lantz, Hari Dhamala, Bipesh Shrestha, Anthony Lampert, Mohit Khadka, Anima Bista, Rhytham Soni, Abdulu Saleem Shaik, Eric Lujan, Mika Boyd, Richard Pickings and Alexander Mabrich
Educ. Sci. 2019, 9(3), 176; https://doi.org/10.3390/educsci9030176 - 6 Jul 2019
Cited by 13 | Viewed by 4050
Abstract
Educational approaches in structural engineering have focused on classical methods for solving problems with manual calculations through assignments, quizzes, and exams. The use of computational software to apply the learned knowledge has been ignored for decades. This paper describes an educational approach to [...] Read more.
Educational approaches in structural engineering have focused on classical methods for solving problems with manual calculations through assignments, quizzes, and exams. The use of computational software to apply the learned knowledge has been ignored for decades. This paper describes an educational approach to tackle the lack of applicable practical exercises in the structural engineering class “CE 506-Prestressed Concrete” at a university in the western United States during the spring of 2017. The class was designed to provide students with the theoretical concepts of prestressed concrete and the ability to interpret applicable design codes. In their project, students continued to build this knowledge by designing a prestressed bridge superstructure according to a unique state design manual. Students prepared a literature review of their selected state in the U.S.A. and used commercial software to perform an analysis and design of their bridge. Additionally, students were asked to backcheck their design using theoretical methods through manual calculations. By the end of the class, students presented their projects in a head-to-head presentation format, to contrast the differences between their designs in a competitive style. This paper summarizes the class structure, the outcome of the design project, and recommendations for future applications of computer technology in structural engineering education. Full article
(This article belongs to the Special Issue Problem-based Pedagogies in Higher Education)
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