Preparing undergraduates for the future: Problem-based learning and the development of research skills.

Pepperell, Richard, White, Georgia and Edwards, Christian ORCID: https://orcid.org/0000-0003-4170-6475 (2023) Preparing undergraduates for the future: Problem-based learning and the development of research skills. In: Higher Education Sport (HESP) Conference, 8th September 2023, Northumbria University. (Unpublished)

Abstract

Research suggests that problem-based learning approaches may facilitate, among other outcomes, the development of analytical skills, effective communication, and teamwork. To
develop these essential research-related skills, in 2021 Pepperell and Edwards introduced a problem-based learning project in the Physical Education and Sports Coaching
undergraduate curriculum at the University of Worcester.
Over the course of three academic years they developed this in their practice, reporting their findings at the University of Worcester Learning and Teaching Conferences. In collaboration with a Student Learning and Teaching Assistant (SLTA), the current project sought to evaluate this approach from the perspective of staff, level 6 students who were in the process of completing their Independent Research Project (IRP) and level 5 students
who were completing their PBL project in PE and sports coaching. Using a mixed-methods data collection process including in-depth weekly online reflective meetings of delivery staff, SLTA-facilitated staff observations and critical discussion, student focus group interviews
and online anonymous surveys, the entire process was investigated from various perspectives. This presentation will provide insight into the effectiveness of using a PBL approach to prepare students for independent research projects and illustrate the potential benefits and
challenges of the problem-based learning approach in supporting student research skill development. For example, we highlight how the problem-based learning approach was
perceived to facilitate student engagement and teamwork, whilst leading to instances where challenges were perceived with this approach (e.g., facilitating groups who may have moved their focus away from the problem in question). To conclude, we share some tentative suggestions for teaching staff wishing to introduce problem-based learning in their modules.

Actions (login required)

View Item