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

Pepperell, Richard, Edwards, Christian ORCID: https://orcid.org/0000-0003-4170-6475 and White, Georgia (2023) Preparing undergraduates for the future: Problem-based learning and the development of research skills. In: University of Worcester Learning and Teaching Conference 2023, 12-13th June 2023, University of Worcester. (Unpublished)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. In 2021 and 2022, they presented on the development of this approach at the Worcester learning and teaching conference. In collaboration with a student learning and teaching assistant (SLTA), the current project sought to evaluate this approach from a staff perspective. Through in-depth weekly online reflective meetings and SLTA-facilitated staff observations and critical discussion, Pepperell and Edwards critically reflected on the problem-based learning delivery. This presentation will provide insight into these discussions and critical conversations. Discussion abstracts will be used to illustrate the potential benefits and challenges of the problem-based learning approach in supporting student research skill development. For example, we highlight how, on one hand, we perceive the problem-based learning approach facilitated student engagement and teamwork. On the other hand, we share instances where we perceive there were challenges with this approach (e.g., facilitating groups who may have moved their focus away from the problem in question). Through these challenges, however, we also reflect on how we supported students to adapt and develop. To conclude, we share some tentative suggestions for teaching staff wishing to introduce problem-based learning in their modules.

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