Students’ perceptions of using Problem-Based Learning (PBL) in teaching cognitive communicative disorders

Abstract

Problem-Based Learning (PBL) is an educational model that is characterized by student-centered learning and classroom discussion using clinically based problems. This study examines students’ perceptions of PBL as an alternative approach of learning in speech-language pathology and investigates if these perceptions change over time as a function of students’ learning experience with PBL. Written reflections by 96 graduate-students in a graduate elective course on cognitive-communicative disorders were analyzed using content analysis. Common words or phrases in each reflection paper were identified, grouped and coded into consistent themes. Percentage changes of these themes across a semester were also followed. A total number of 883 positive and 165 negative comments were identified. Thirteen positive and seven negative themes relative to students’ perception of the inclusion of PBL were yielded. The advantages of PBL were found to outweigh its disadvantages. Moreover, accumulated experience with this approach was found to eliminate some initial perceived drawbacks about PBL. The extra efforts to engage students in interactive discussion as well as higher order critical thinking and knowledge application were acknowledged through student feedback. Future studies should investigate how PBL can be of greater use in other areas in communication sciences and disorders.

• Cognitive-communicative disorders
• content analysis
• Problem Based Learning (PBL)
• students’ perceptions
• written reflections

Acknowledgements

The author is grateful to the Office of Experiential Learning at University of Central Florida who supported this project in part through Service-Learning Mini-Grant 2007-08 and 2010-11 awarded to the author.

Notes

¹Service-learning is defined by University of Central Florida (UCF) as “… a teaching method that uses community involvement to apply theories or skills taught in a course. Service-learning furthers the learning objectives of the academic course, addresses community needs and requires students to reflect on their activity in order to gain an appreciation for the relationship between civics and academics”. Unlike internship programs where students work primarily to gain career-related experience, service-learning projects allow student to learn course materials, making service-learning a good introduction or precursor to internship experiences. More details can be found in http://www.coop.ucf.edu/Overview/Options_and_Definitions/Service-Learning/About_Service-Learning_95_270.aspx.