|Cheung, Kar-yee Amelia
|Effects of problem-based learning (PBL) approach on industrial design students' problem formulation and solving achievements and learning preferences
|Hong Kong Polytechnic University -- Dissertations
Design, Industrial -- Study and teaching
|School of Professional Education and Executive Development
|xi, 100 leaves : ill. ; 30 cm
|This study aimed to design a PBL model for the course 'Marketing and Professional Practice'. It also tried to explore and understand the effects of Problem based Learning (PBL) approach on Industrial Design students' problem formulation and solving achievements. The present research also established students' preferred learning environment in a PBL class, pre- and post- PBL intervention. Two interview tasks with embedded problem situations used for the nine participating students are the primary source of data. These tasks acted as triggers for initiating the qualitatively different ways in which students handled design problem formulation and solving. An Inventory of Learning Preferences questionnaire was also administered to determine the change, if any, in the learning preferences of students after the PBL intervention. This triangulation has enriched the findings obtained from the interview. A PBL model was proposed in this study. From the findings, four problem formulation and solving approaches were developed, namely, force-fitting approach, simple common sense approach, complex common sense approach, and conceptual approach, in hierarchical order of complexity. The evidence of this study clearly indicated that substantial changes did occur in the approaches of the students who were interviewed. Most students (88.9%) progressed to the most sophisticated 'Conceptual' approach after the PBL intervention. The results also indicated that support for the change in learning preferences was weaker than the change in approaches. While third-year Industrial Design students preferred independent thinking and learning under a relaxed environment where discussion was encouraged, they still expected clear guidance from the lecturer on all aspects of their learning. One account for this phenomenon was the strong 'lecturing' component of the proposed PBL model, which might have hindered the true potential of helping students become better self-directed learners. As a consequence, the proposed PBL model was reformulated, taking into accounts two attributes: student-centredness and longer duration. The thesis concludes with a reflexive look at the findings, recommendations suggestive of the continued use of problem based learning, avenues for future research and potential practical implications.
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