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The aim of this study is to examine the experiences of business students on case method coaching for problem-based learning and its influence on student engagement and learning performance in the context of Malaysian private higher education.

This study applied quantitative method with a self-administered questionnaire survey was used to collect data from 410 undergraduate business students from five top private universities in Malaysia using convenience sampling. Structural equation modelling (SEM) was used to analyse the data, and five hypotheses were tested.

The findings reported that learning assessments, analytical skills, interpersonal skills and interdisciplinary learning have significantly influenced student engagement. Student engagement is positively correlated to the learning performance. Overall, the business students have positive perception on the case method coaching approach for problem-based learning as an effective learning tool in classroom. The case method coaching is able to garner students' interest in learning, improve engagement with peers and educators and enhance their learning performance.

Higher education institutions can leverage on effective planning and implementation strategies for case method coaching for problem-based learning through more effective coaching strategies, enhance education curricula, allocation of adequate resources, and qualified and trained business educators as coaches.

The present study provides new insights on coaching in business education. This study developed a new framework integrating features of case method coaching and problem-based learning to the outcomes of student engagement and learning performance within the context of business education.

The purpose of this article is to present a problem‐based learning case on the use of XML technologies for semantically describing cultural data. Students of three higher and continuing education institutes were divided into groups and were encouraged to solve specific problems and eventually to understand the concepts and the deployment of semantic technologies through their practical involvement. The aims of the teaching approach are for students to become familiar with XML technologies, to annotate historical data and to understand the importance of annotating cultural information for enabling further processing and exploitation of the identified data relationships.

Initially the aims of the teaching case were set and specific problems associated with them were designed. A start‐up lecture on the basic concepts of XML was presented and then students were challenged with ill‐defined problems as the problem‐based learning method advises. Students then presented and discussed their solutions and approaches. At the end of each problem‐based section the knowledge of the students was assessed. On the completion of the teaching case, the students' opinions were surveyed and the results towards the approach were very positive.

The students provided solutions to the problems presented, and their opinions at the end of the teaching approach indicated that students preferred the problem‐based approach to the lecture‐based method. Students argued that, although learning on their own and with little help from the instructors is more demanding, it has specific advantages. They mentioned that they can work at their own pace and better understand the concepts involved. The skills and the knowledge acquired are transferrable to other situations.

Although the problem‐based learning approach has been applied to medical and gifted education, minimal research has been conducted outside these fields. Therefore, this article focuses on the cultural heritage domain and presents a case of teaching a technical topic to non‐computer science students.

The Internet allows high school students to access primary and secondary sources in the classroom. History teachers should consider different teaching and learning strategies to fully utilize these sources in the classroom. Problem-based learning offers an exciting alternative to the traditional history classroom where the lecture and the textbook are used daily. The author describes how he used problem-based learning and the Internet in his high school history classroom to motivate students to learn about the Great Migration. Background information on problem-based learning is given and suggestions are provided by the author to guide teachers step-by-step through this unique approach. Examples of WebPages on the Great Migration are provided which the author highly suggests using. In addition, the author provides detailed information on the causes and effects of the Great Migration to help the classroom teacher.

This paper reports on part of a dissertation project on the relationships between learning methods and students’ information behavior in Finland. In this qualitative study, information behavior is studied in the contexts of a problem-based learning curriculum and a traditional curriculum. In 1998, 16 theme interviews were conducted at the Tampere University Medical School, which applied the problem-based learning curriculum and 15 interviews at the Turku University Medical School, in which the traditional curriculum with an early patient contact program was implemented. The focus of this paper is on the concept of information literacy as a part of the students’ information behavior and its relationships with students’ conceptions of learning. The findings indicate that students’ information literacy is developed, on the one hand, through active use of information and sources in connection with real information needs, and, on the other hand, through an educational context which offers opportunities to get different viewpoints on issues. Following the same tendency, the more developed conceptions of learning were mostly held by the students belonging to the problem-based group with simple or developed skills in information literacy, although there were exceptions from this pattern.

The United Arab Emirates University has implemented a unique adaptation of Problem-Based Learning (PBL) to meet the short, medium and long-term interdisciplinary developmental needs of its first-year university students (Learner Training, Thinking Skills, Application of Knowledge, Information Literacy, and Communication). This paper highlights the process of adapting PBL to the foundation year context and presents initial findings demonstrating its positive impact. These findings provide evidence that this adaptation of PBL supports the development of important life-long learning skills, can motivate and engage students, and enables them to make a variety of connections to other subjects, to other students (a community of learners), and to the broader community.

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.

This article demonstrates the implementation and efficacy of Problem-Based Learning (PBL) in an undergraduate entrepreneurship business planning course. Throughout the course, ill-structured problems arise that require independent thinking and ongoing problem solving with students taking responsibility for their own learning. The course incorporates the latest classroom technology and how that technology is utilized to deliver self-directed learning. The PBL methodology is then evaluated in light of anonymous student survey results. The objective is to create a framework for future assessment in evaluating PBL in the business planning course.

This study aimed to examine whether the use of wiki-systems in healthcare internship courses that adopt a problem-based learning approach may have significant influences on the relationships among students' relationship commitment, knowledge-sharing behavior and perceived problem-based learning performance in the context of higher education.

This study adopted a quasi-experimental approach. Cross-sectional survey data collected from 187 undergraduate students in Taiwan were used for the data analysis procedures. The students in the experimental group used wiki-systems and a set of information and communication technologies as learning tools, while the students in the control group used the same set of information and communication technologies only. The statistical techniques of independent t-tests and component-based structural equation modeling were adopted to examine the research hypotheses.

The results reveal significant differences between the experimental and control groups concerning relationship commitment, knowledge-sharing behavior, independent study and active participation. However, there was no significant difference between the two groups regarding group interaction and reasoning skills. Additionally, all the hypotheses regarding the relationships among constructs were supported.

Wiki-systems have unique features that can enhance the effectiveness of problem-based learning activities. This study is among the first to investigate how wiki-systems may affect the effectiveness of problem-based learning processes by investigating the relationships among healthcare students' relationship commitment, knowledge-sharing behavior and perceived problem-based learning performance. The results of this study can advance the current understanding of the effectiveness of wiki-based problem-based learning in the context of healthcare education.

Challenge-based learning (CBL) has gained acceptance as a contemporary and progressive teaching pedagogy that provides a holistic and inclusive experience to learners in higher education (HE) institutions. However, its lack of appeal to non-STEM subjects and the need for further development, particularly concerning improved approaches, have been recognized. It seems that CBL runs the risk of becoming a portmanteau pedagogy that blends aspects of problem-based learning, project-based learning, and situated learning, as opposed to its development as an effective pedagogy tool. This points to a lack of a formal implementation framework, code of practice, and standard procedures for its delivery. We argue that blending a design thinking (DT) pedagogy with CBL can potentially provide the stability that CBL currently lacks. At the same time, it also presents a more inclusive proposition to potential non-STEM audiences. Thus, in this chapter, we seek to interrogate the intersectionality between CBL and DT literature in the context of HE teaching and learning with a view of establishing CBL as a pedagogy in its own right. We attempt to achieve this by systematically analyzing the separate literature to reveal the synergies and common touchpoints.

This paper investigates the integration of leadership training into IT curricula to develop current and future skills needed by the IT job market. The technical and non-technical skills required for IT professionals are presented and a conceptual model for including leadership training in technical courses is outlined. To implement this model, we adopted the Problem-Based Learning approach to teach an IT course. Qualitative and quantitative data were gathered, through a survey, from 52 undergraduate students in the College of Information Technology at Zayed University. Our results show that our adopted approach was successful in teaching IT skills as well as developing leadership skills. Given these findings, we highlight the importance and feasibility of integrating leadership development on a daily basis within technical courses to develop both the technical and non technical skills required by the job market.