MOVING BEYOND CHALK AND TALK: USING PROBLEM-BASED-LEARNING IN A RESEARCH METHODS COURSE SEQUENCE

Rhonda L. Aull-Hyde and Thomas W. Ilvento

No 15832, Staff Papers from University of Delaware, Department of Food and Resource Economics

Abstract: The average adult can concentrate for only about eight to ten minutes during an hour-long lecture. Thus, students' ability to absorb information may be seriously impeded if we college professors talk nonstop. One alternative to the traditional "chalk and talk" instructional method is problem-based learning (PBL) - an instructional approach using real world problems as a format for students to acquire critical thinking, problem solving and group interaction skills. We describe how we transformed a two-course sequence in research methods into a problem-based-learning format. Student-reported benefits of the PBL approach include the need for higher-order thinking, improved group interaction skills, relevance of course material to real world situations, higher motivation and an overall higher level of class enjoyment.

Keywords: Research Methods/ Statistical Methods; Teaching/Communication/Extension/Profession (search for similar items in EconPapers)
Pages: 8
Date: 2002
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Persistent link: https://EconPapers.repec.org/RePEc:ags:udelsp:15832

DOI: 10.22004/ag.econ.15832

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