Learning Context and Perceptions of Problem-Based Learning: A Marketing Course Project at a Community College

Abstract

In this article, the authors present information gathered from a marketing course designed for second-year students that centered on a problem-based project at a community college. Using learning context as a theoretical frame for this classroom-based research, they explore student perceptions of the method and outline strengths and weaknesses of the approach. The authors make suggestions for research and practice based upon their findings.