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Moving Beyond Chalk And Talk: Using Problem-Based-Learning In A Research Methods Course Sequence

Author

Listed:
  • Aull-Hyde, Rhonda L.
  • Ilvento, Thomas W.

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.

Suggested Citation

  • Aull-Hyde, Rhonda L. & Ilvento, Thomas W., 2002. "Moving Beyond Chalk And Talk: Using Problem-Based-Learning In A Research Methods Course Sequence," Staff Papers 15832, University of Delaware, Department of Food and Resource Economics.
    • Handle: RePEc:ags:udelsp:15832
    DOI: 10.22004/ag.econ.15832
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    References listed on IDEAS

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    1. Robert E. Levasseur, 1996. "People Skills: Launching a Cooperative Learning Team," Interfaces, INFORMS, vol. 26(6), pages 112-116, December.
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