This chapter provides an outline of how the essential elements of problem-based learning (PBL) can be adapted to enhance inquiry-based learning environments and in the process teach 21st century skills. It uses a case study of a first-year nursing course at a regional Australian university to show how essential PBL elements can be adapted in an ‘ePBL’ context, following five ePBL steps. Overall, it is argued that a carefully mapped outset of learning outcomes and PBL problems designed as inquiry-based activities provide a ‘liquid learning’ environment that will ultimately prepare confident graduates who will be able to take full advantage of the 21st century learning and professional contexts in which they find themselves.
Huijser, H., Kek, M.Y.C.A. and Terwijn, R. (2015), "Enhancing Inquiry-Based Learning Environments with the Power of Problem-Based Learning to Teach 21st Century Learning and Skills", Inquiry-Based Learning for Science, Technology, Engineering, and Math (Stem) Programs: A Conceptual and Practical Resource for Educators (Innovations in Higher Education Teaching and Learning, Vol. 4), Emerald Group Publishing Limited, Bingley, pp. 301-320. https://doi.org/10.1108/S2055-364120150000004017
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