This book documents the possibilities and challenges associated with using Problem-Based Learning (PBL) strategies at universities, whether nationally (in Denmark, where this book's research was conducted) or internationally. The book's contributors draw on experiences and research from their specific educational contexts and fields. Discussing and choosing teaching and learning methodologies at universities is related to questions about the role of universities in the knowledge production process. These are important ...
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This book documents the possibilities and challenges associated with using Problem-Based Learning (PBL) strategies at universities, whether nationally (in Denmark, where this book's research was conducted) or internationally. The book's contributors draw on experiences and research from their specific educational contexts and fields. Discussing and choosing teaching and learning methodologies at universities is related to questions about the role of universities in the knowledge production process. These are important questions to discuss at each level of the universities' organizational hierarchies, in order to meet the challenges of educating academics for future workplaces. At Denmark's Aalborg University, one of the solutions is the use of the PBL methodology and principles as they have been developed within the Danish educational context. Aalborg University constitutes a specific context for practicing PBL. As will become apparent from the contributions in the book, each university represents a specific and unique context for teaching and learning. Consequently, there are many aspects to consider if a university chooses to implement PBL methodologies. These include the specific societal and cultural conditions for practicing PBL, specific subject areas, students' diverse backgrounds, and the teachers' qualifications.
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