DescriptionSession Aims: Introduce PBL as a concept, explore students experiences of using PBL in a module and discuss implications for practice.
Problem based learning (PBL) is an active learning strategy that challenges students to learn using realistic scenarios. PBL has been demonstrated to improve intrinsic motivation (Martin, West and Bill, 2008), provide autonomy (Miller, Maiti and Besterfield-Sacre, 2017) and develop critical thinking (Mandeville and Stoner, 2015). Despite these potential benefits, prior experience may also dictate learning strategies (Warburton, 2003) and PBL may challenge assumptions students have on the security of knowledge, or ways of knowing. There is a need to develop PBL that meets the needs of all learners. Whilst there is evidence that PBL can be successful in developing student knowledge in sports biomechanics (Wallace, Knudson and Gheidi, 2020), no research has explored an action research approach to understanding how students perceive PBL in sports biomechanics.
Students on the level 5 Applied Biomechanics in sport module participated in focus groups (mid and post-module) and completed reflective logs at regular intervals during the module.
The intention of the session is to share some of the results of this research and discuss some of the successes and challenges.
|16 Jun 2023
|Hartpury University Teaching and Learning Conference 2023
|Degree of Recognition