Temasek Polytechnic (TP) adopts Problem-based Learning (PBL) as the central pedagogy for all disciplines. This paper illustrates the planning and implementation of PBL at the Diploma in Marketing (DM).

PBL Curriculum Design

The DM adopts an outcome-based education approach. The exit outcomes for the graduates influence what and how to learn. The students should be able to demonstrate the following:

• Acquire new, relevant and integrated knowledge on marketing.
• Reason and problem solve.
• Communicate clearly in both oral and written forms.
• Work effectively and efficiently in teams to accomplish agreed goals.
• Determine what they need to know to solve the problem and seek the new knowledge.
• Reflect on their experiences and propose areas for improvement.

The subject-based curriculum was de-constructed and re-constructed to address these outcomes. Considering the students’ eventual work demands, tutors determined the core knowledge needed. Overlapping topics were eliminated. Similar topics were clustered and given a new name (e.g. ‘Marketing Environment’ refers to Environmental Scanning and Marketing Research). Two consultants reviewed the new curriculum to ensure relevance and academic rigour from the marketing and PBL perspectives.

All teaching materials are available online. For simple topics, students are expected to learn via online learning. They complete the online test to determine their level of understanding. They consult their tutors for learning difficulties. Face-to-face sessions are conducted using problems. Problems are crafted based on the remaining complex topics. Process skills such as reasoning and problem solving, self-directed learning and teamwork form part of the curriculum. Students progress from simple problems with short duration of completion to more complex and longer problems to build their confidence.

Problems act as stimulus for acquiring and synthesising new knowledge. The quality of the problem affects student learning in PBL. A good problem is one where the cues for learning objectives are embedded. In clarifying and identifying the problem, students should be able to identify these cues and learn the new knowledge. All problems are subjected to a review by a panel of senior tutors.

PBL Process

The PBL process is conducted in small groups of 5–6 members per group. Learning starts with a problem. Students assume responsibility and plan their own learning. They engage in collaborative learning. They use problem solving and reasoning skills to clarify and identify the problem, generate ideas, and seek new and related knowledge to solve the problem. On completion, they reflect on their work and receive feedback from peers to improve themselves.

There are at least 2 meetings per problem. Figure 1 shows the tasks in each meeting. For complex problems, students meet more often as they conduct reiterative learning. Figure 2 shows the template that students use to record their discussion so that other members can build on the idea.

Figure 1: PBL in Process

Figure 2: PBL Worksheet

PBL Assessment

PBL equips students with content and process skills. Tutors observe and intervene to ensure that the group achieves the learning outcomes. This constitutes formative assessment. The assessment tools are designed to reflect the stages of PBL so that students will internalise each stage. Figure 3 illustrates the assessment plan. External assessors form part of the assessing team to provide inputs on the student performance.

Figure 3: Assessment Plan

PBL Programme Evaluation

Figure 4 shows the tools that tutors use to track their performance for areas of improvement.

Figure 4: Tools for Evaluating PBL

Conclusion

PBL integrates all aspects of learning such as facilitation, questioning, creative and critical thinking, problem solving, cooperative learning, team building, active learning and discovery-based learning to provide for holistic learning experience. This prepares the students to be ready for work and change. It is difficult to refute the relevance of PBL in this information age where students need to embrace change and ambiguity well.

To realise the benefits of PBL, it must be implemented correctly. Giving students a problem, forming them into groups for learning with little intervention do not constitute PBL. Piling PBL on top of the current teaching environment of content coverage and instruction merely suggests PBL as a teaching tool that adds on to the already busy curriculum.

Strategic planning to determine what to learn and how to learn is critical. Tutors need to articulate what and how to learn and show evidence of accomplishment. Evaluation serves as input for a learning organisation to correct itself and improve. PBL is a journey with many opportunities of reflection and just-in-time improvements.PBL Programme Evaluation
Figure 4 shows the tools that tutors use to track their performance for areas of improvement.