sharing the initial experience of implementation of problem based learning (pbl) at the department...

SHARING THE INITIAL EXPERIENCE OF SHARING THE INITIAL EXPERIENCE OF IMPLEMENTATION OF PROBLEM BASED LEARNING IMPLEMENTATION OF PROBLEM BASED LEARNING

(PBL) AT THE DEPARTMENT OF ESTATE (PBL) AT THE DEPARTMENT OF ESTATE MANAGEMENT FACULTY OF BUILT ENVIRONMENT, MANAGEMENT FACULTY OF BUILT ENVIRONMENT,

UNIVERSITY OF MALAYA.UNIVERSITY OF MALAYA.

YASMIN MOHD ADNAN YASMIN MOHD ADNAN AINORIZA MOHD AINIAINORIZA MOHD AINI

DEPT. OF ESTATE MANAGEMENTDEPT. OF ESTATE MANAGEMENTUNIVERSITY OF MALAYAUNIVERSITY OF MALAYA

BEECON 2006

INTRODUCTION TO PBLINTRODUCTION TO PBL

A STUDENT CENTRED METHOD WHERE STUDENTS LEARN BY A STUDENT CENTRED METHOD WHERE STUDENTS LEARN BY WORKING ON REAL TIME PROBLEMS AND ACTIVITIES WITH WORKING ON REAL TIME PROBLEMS AND ACTIVITIES WITH LECTURERS, AS FACILITATORS.LECTURERS, AS FACILITATORS.INTRODUCED IN THE MEDICAL SCHOOL IN CANADA AND INTRODUCED IN THE MEDICAL SCHOOL IN CANADA AND UNITED STATES IN THE 50s. USE OF PBL IN MEDICAL UNITED STATES IN THE 50s. USE OF PBL IN MEDICAL EDUCATION SHOWED MEDICAL STUDENTS RETAINS LITTLE OF EDUCATION SHOWED MEDICAL STUDENTS RETAINS LITTLE OF WHAT THEY LEARNED IN THE BASIC PRINCIPLE (BRIDGES & WHAT THEY LEARNED IN THE BASIC PRINCIPLE (BRIDGES & HALLINGER,1995).HALLINGER,1995).BARROWS & TAMBYN, 1980 – ‘LEARNING THAT RESULTS FROM BARROWS & TAMBYN, 1980 – ‘LEARNING THAT RESULTS FROM THE PROCESS OF WORKING TOWARD THE UNDERSTANDING OR THE PROCESS OF WORKING TOWARD THE UNDERSTANDING OR RESOLUTION OF A PROBLEM’. RESOLUTION OF A PROBLEM’. NORMAN & SCHMIDT, 1992 – ‘PBL ENHANCES AMONGST NORMAN & SCHMIDT, 1992 – ‘PBL ENHANCES AMONGST OTHERS, TRANSFER OF CONCEPTS, INTRINSIC INTEREST IN OTHERS, TRANSFER OF CONCEPTS, INTRINSIC INTEREST IN LEARNING, SELF-DIRECTED LEARNING AND LEARNING SKILLS’.LEARNING, SELF-DIRECTED LEARNING AND LEARNING SKILLS’.

Traditional model

Teacher directed

Students as knowledge recipient

PBL model

Coach mediated

Students as problem solver

INTRODUCTION TO PBL

COMPONENTS OF PBL (TAN,2003)COMPONENTS OF PBL (TAN,2003)

Solution Solution Presentation Presentation

and Evaluationand Evaluation

Problem Problem PresentationPresentation

Problem Problem Triggers Triggers InquiryInquiry

PBL StagesPBL Stages• Initial AnalysisInitial Analysis• Generation of Learning IssuesGeneration of Learning Issues• Iteration of Independent and Iteration of Independent and Collaborative SolvingCollaborative Solving• Integration of New KnowledgeIntegration of New Knowledge

PersonalCompetence

Inter PersonalCompetence

• Achievement orientation•High Self Esteem•Integrity•Resilience•Proactivity/ Initiative• Emotional Self Control•Self-Objectivity•Managing time successfully•Lifelong Learning

• Getting along well with people•Communication skills•Leadership•Team Player

Thinking Skills Computer Literacy

• Problem Solving and decision making skills• Creative Thinking• Critical Thinking

QUALITIES OF EXPECTED GRADUATESRanjit Singh Mahli, TQM Consultants Sdn Bhd quotesthat the generic competencies required by MalaysianGraduates are:

•Proficiency in using application packages• Ability to surf Internet

AddedTrait:ProficientInEnglish

BENEFICIALLY FACTORS OF CONSIDERATION BENEFICIALLY FACTORS OF CONSIDERATION FOR THE IMPLEMENTATION OF PBL FOR FOR THE IMPLEMENTATION OF PBL FOR

COURSES RELATED TO REAL ESTATECOURSES RELATED TO REAL ESTATE Permits students to learn in a context resembling their Permits students to learn in a context resembling their

future work environmentfuture work environment Encourages deeper learning approaches whereby Encourages deeper learning approaches whereby

students elaborate more fully information presentedstudents elaborate more fully information presented Allows for facilitated learning, self-motivated in the Allows for facilitated learning, self-motivated in the

processprocess Develops students problem solving, critical thinking, Develops students problem solving, critical thinking,

decision making, time management, communication and decision making, time management, communication and negotiation skillsnegotiation skills

Develops collaborative learning skills such as Develops collaborative learning skills such as collaborating productively in groups or teamscollaborating productively in groups or teams

Makes reasoned decisions in unfamiliar situationsMakes reasoned decisions in unfamiliar situations

RELATED ISSUES (NON PHYSICAL) IN RELATED ISSUES (NON PHYSICAL) IN CONSIDERING THE IMPLEMENTATION OF PBLCONSIDERING THE IMPLEMENTATION OF PBL

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ISSUES RELATED TO STUDENTSISSUES RELATED TO STUDENTSDiverse family background of studentsDiverse family background of studentsDifferent race – multi racialDifferent race – multi racialDifferent education knowledge basedDifferent education knowledge basedDifferent intelligence and emotional quotientsDifferent intelligence and emotional quotientsDifferent sexes – female dominating classDifferent sexes – female dominating classGroup collaboration and its dynamicsGroup collaboration and its dynamicsNon-independent learningNon-independent learning

RELATED ISSUES IN CONSIDERING THE RELATED ISSUES IN CONSIDERING THE IMPLEMENTATION OF PBLIMPLEMENTATION OF PBL

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ISSUES RELATED TO FACILITATORSISSUES RELATED TO FACILITATORS

Transition from teacher centered & lectured orientated Transition from teacher centered & lectured orientated systemsystemChanging roles of academic staff to facilitate rather than Changing roles of academic staff to facilitate rather than teach within their interest and experienceteach within their interest and experienceDealing with interdisciplinary projects from non-exposed Dealing with interdisciplinary projects from non-exposed backgroundsbackgroundsDealing with group dynamicsDealing with group dynamicsTransforming lecture course to small groups modeTransforming lecture course to small groups modeUnderstanding the principles of interdisciplinary educationUnderstanding the principles of interdisciplinary educationDesign of appropriate assessment and evaluation Design of appropriate assessment and evaluation strategiesstrategies


Non-bias judgmentNon-bias judgment

Well rounded and covered aspects for assessmentWell rounded and covered aspects for assessment

Non-judgmental opinions and acceptance of solutions to problems posedNon-judgmental opinions and acceptance of solutions to problems posed

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ISSUES RELATED TO ASSESSMENTISSUES RELATED TO ASSESSMENT


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ISSUES RELATED TO GENERATING GOOD ISSUES RELATED TO GENERATING GOOD PROBLEMS/CASESPROBLEMS/CASESTime consuming to generate ill defined and messy structure Time consuming to generate ill defined and messy structure with real life situationwith real life situationTo ensure and cover the underlined concepts and skillsTo ensure and cover the underlined concepts and skillsTo allow interaction between students and teachers and To allow interaction between students and teachers and amongst each otheramongst each otherBe open ended and provide opportunity for independent Be open ended and provide opportunity for independent work and researchwork and researchBe complex so students can apply previous concepts and Be complex so students can apply previous concepts and knowledgeknowledge

IMPLEMENTATION OF PBL IN THE DEPARTMENT OF IMPLEMENTATION OF PBL IN THE DEPARTMENT OF ESTATE MANAGEMENT, FACULTY OF BUILT ESTATE MANAGEMENT, FACULTY OF BUILT

ENVIRONMENTENVIRONMENT Department Selected PBL Course : Department Selected PBL Course :

INTEGRATED PROJECTINTEGRATED PROJECT

Course Objectives:Course Objectives:

Practical exercise to expose students to the real world of Practical exercise to expose students to the real world of real estate industry and enable students to combine their real estate industry and enable students to combine their knowledge gained in the university with experience knowledge gained in the university with experience gained during a field trip.gained during a field trip.

Transition Professionals

IMPLEMENTATION OF PBL IN THE DEPARTMENT OF IMPLEMENTATION OF PBL IN THE DEPARTMENT OF ESTATE MANAGEMENT, FACULTY OF BUILT ENVIRONMENTESTATE MANAGEMENT, FACULTY OF BUILT ENVIRONMENT

Background of Course:Background of Course: 100% course work and a core subject100% course work and a core subject Conducted for 2Conducted for 2ndnd Year Student during Special Year Student during Special

Semester (7 weeks including 1 week of field trip Semester (7 weeks including 1 week of field trip outside campus)outside campus)

Work on given problems related to the valuation Work on given problems related to the valuation & management of a multi-storey commercial & management of a multi-storey commercial buildings and the best development buildings and the best development consideration on identified vacant sitesconsideration on identified vacant sites

Topics related to the valuation, development, Topics related to the valuation, development, property management, investment, town property management, investment, town planning, property law, marketing and urban planning, property law, marketing and urban land economics are coveredland economics are covered

IMPLEMENTATION OF PBL IN THE DEPARTMENT OF ESTATE IMPLEMENTATION OF PBL IN THE DEPARTMENT OF ESTATE MANAGAMENT, FACULTY OF BUILT ENVIRONMENTMANAGAMENT, FACULTY OF BUILT ENVIRONMENT

Background of Course:Background of Course: Site of Kuantan, Pahang and Kuala Site of Kuantan, Pahang and Kuala

Terengganu, Terengganu were chosen Terengganu, Terengganu were chosen by the first and second batches for the by the first and second batches for the implementation of the selected PBL implementation of the selected PBL coursecourse

The first batch (Session 2003/2004) of 49 The first batch (Session 2003/2004) of 49 students comprising of 67% female and students comprising of 67% female and 33% male in which 65% are Malay and 33% male in which 65% are Malay and 35% are Chinese students35% are Chinese students

The second batch (Session 2004/2005) The second batch (Session 2004/2005) of 45 students comprising of 65% of 45 students comprising of 65% female and 35% male in which 31% are female and 35% male in which 31% are Malay and 69% are Chinese students.Malay and 69% are Chinese students.

IMPLEMENTATION OF PBL IN THE DEPARTMENT OF ESTATE IMPLEMENTATION OF PBL IN THE DEPARTMENT OF ESTATE MANAGAMENT, FACULTY OF BUILT ENVIRONMENTMANAGAMENT, FACULTY OF BUILT ENVIRONMENT

Background of Course:Background of Course: After presentation of problems After presentation of problems

posed, students went for briefings at posed, students went for briefings at selected government dept. and selected government dept. and agencies officesagencies offices

Prior discussion was held with the Prior discussion was held with the students and 5 chosen facilitators students and 5 chosen facilitators on roles and requirements of course on roles and requirements of course e.g. minutes of each meetings to be e.g. minutes of each meetings to be kept, appointment dates with kept, appointment dates with relevant parties to be monitoredrelevant parties to be monitored


ENVIRONMENTENVIRONMENTBackground of the Course:Background of the Course:

Students work in small groups of 5 - Students work in small groups of 5 - 7 7

Groups selected according to Groups selected according to gender, race, academic gender, race, academic performance and personal performance and personal attributesattributes

During field trip, students visit sites During field trip, students visit sites & buildings as well as have group & buildings as well as have group discussions held at night with discussions held at night with group facilitators. group facilitators.

Follow up group meetings with final Follow up group meetings with final presentation at end of course for presentation at end of course for assessment by facilitatorsassessment by facilitators


ENVIRONMENTENVIRONMENT

PROJECT BRIEF PROJECT BRIEF INCLUDING PROJECT SCENARIO AND INCLUDING PROJECT SCENARIO AND

SPECIFIC TASKSSPECIFIC TASKS

SITE/BUILDING VISITS AND DATA COLLECTIONSITE/BUILDING VISITS AND DATA COLLECTION

TTHHEEPPRROOCCEESSSS

FINAL PRESENTATION (OVERALL TASKS) FINAL PRESENTATION (OVERALL TASKS) TO FACILITATORS AND OTHER PANELSTO FACILITATORS AND OTHER PANELS

SUBMISSION AND GROUP ASSESSMENTSUBMISSION AND GROUP ASSESSMENT

FINDINGS PRESENTATION FINDINGS PRESENTATION GROUP MEETINGS AND DISCUSSION WITH GROUP MEETINGS AND DISCUSSION WITH

FACILITATORSFACILITATORS

RESPONSES FROM STUDENTS OF THE PBL RESPONSES FROM STUDENTS OF THE PBL APPROACH IN THE COURSE CONDUCTED BY THE APPROACH IN THE COURSE CONDUCTED BY THE

DEPARTMENT OF ESTATE MANAGEMENT DEPARTMENT OF ESTATE MANAGEMENT FACULTY OF BUILT ENVIRONMENTFACULTY OF BUILT ENVIRONMENT

AREAS OF CONCERNS:AREAS OF CONCERNS:

LEARNING SKILLSLEARNING SKILLS FACILITATOR’S ROLEFACILITATOR’S ROLE GROUP’S DYNAMICSGROUP’S DYNAMICS

STUDENT’S RESPONSE ON LEARNING SKILLS – STUDENT’S RESPONSE ON LEARNING SKILLS – FOR SESSION 03/04FOR SESSION 03/04

0

10

20

30

40

50

60

70

80

90

100

Obtain informationfrom a variety of

sources

Makes studentsbetter thinker

Increasecommunication

skills

See how diffsubjects are

related

Be moreresourceful

Prepare ability tofind, read &

analyseinformation

Requires agreater amount of

time

Strongly Agree & Agree

Not Sure

Strongly DisAgree &DisAgree

STUDENT’S RESPONSE ON LEARNING SKILLS – STUDENT’S RESPONSE ON LEARNING SKILLS – FOR SESSION 04/05FOR SESSION 04/05

0

10

20

30

40

50

60

70

80

90

100


sources



skills


related

Be moreresourceful


analyseinformation

Requires a greateramount of time


Not Sure


SUMMARY OF FINDINGS OF STUDENT’S SUMMARY OF FINDINGS OF STUDENT’S RESPONSE ON LEARNING SKILLSRESPONSE ON LEARNING SKILLS

Students agree that PBL approach had Students agree that PBL approach had developed the learning skills for which the developed the learning skills for which the attributes are helpful and of importance to attributes are helpful and of importance to themthem

STUDENT’S RESPONSE ON FACILITATOR’S STUDENT’S RESPONSE ON FACILITATOR’S ROLE – SESSION 2003/2004ROLE – SESSION 2003/2004

0102030405060708090

Facilitator guidesand interveneswhen necessaryto keep group on

track

Facilitator listensand responds

well to students'concerns &problems

Strongly Agree & AgreeNot SureStrongly DisAgree & DisAgree

STUDENT’S RESPONSE ON FACILITATOR’S STUDENT’S RESPONSE ON FACILITATOR’S ROLE – SESSION 2004/2005ROLE – SESSION 2004/2005

0102030405060708090

100

Facilitator guidesand interveneswhen necessaryto keep group on

track

Facilitator listensand responds

well to students'concerns &problems

Strongly Agree & AgreeNot SureStrongly DisAgree & DisAgree

SUMMARY OF FINDINGS OF STUDENT’S RESPONSE ON SUMMARY OF FINDINGS OF STUDENT’S RESPONSE ON FACILITATOR’S ROLEFACILITATOR’S ROLE

Most students concurred that the facilitators played the Most students concurred that the facilitators played the roles required though a few expressed that they are roles required though a few expressed that they are unsureunsure

A challenge for academic staff to convert from the A challenge for academic staff to convert from the traditional role of teaching to a facilitating mediumtraditional role of teaching to a facilitating medium

Teachers have the view that they are in control of content, Teachers have the view that they are in control of content, teaching approach and assessmentteaching approach and assessment

In PBL, teacher needs a new sets of skills of stimulating In PBL, teacher needs a new sets of skills of stimulating and guiding students as they make sense of information and guiding students as they make sense of information and experience. Need to design appropriate activities, and experience. Need to design appropriate activities, observes learners at work and guides their progress observes learners at work and guides their progress through questioning and feedbackthrough questioning and feedback

STUDENT’S RESPONSE ON GROUP DYNAMICS – STUDENT’S RESPONSE ON GROUP DYNAMICS – SESSION 2003/2004SESSION 2003/2004

0102030405060708090

100

Comfortableworking in

assigned groups

ComfortableAsking for help

from others

Listen whenmembers present

information

Comfortablesharing

information withother

Roles ofchairperson and

secretarycompetently filled

Grp members getalong with each

other

Grp members arecommitted to

accomplish sharedgoals

Each memberunderstand the

role to play

Skills of groupmembers are fully

utilised

Groups resolveconflicts

Grp membersrespect, value,

support andencourage each

other

Strongly Agree & Agree Not SureStrongly DisAgree & DisAgree

STUDENT’S RESPONSE ON GROUP DYNAMICS – STUDENT’S RESPONSE ON GROUP DYNAMICS – SESSION 2004/2005SESSION 2004/2005

0

10

20

30

40

50

60

70

80

90

100

Comfortableworking inassignedgroups

Listen whenmemberspresent

information

Roles ofchairperson

andsecretary

competentlyfilled

Grpmembers arecommitted

toaccomplish

shared goals

Skills ofgroup

members arefully utilised

Grpmembersrespect,value,

support andencourageeach other

Strongly Agree & Agree Not SureStrongly DisAgree & DisAgree

SUMMARY OF FINDINGS OF STUDENT’S RESPONSE SUMMARY OF FINDINGS OF STUDENT’S RESPONSE ON GROUP DYNAMICSON GROUP DYNAMICS

Various responses on opinion but majority of students concurred to Various responses on opinion but majority of students concurred to being able to work collaboratively.being able to work collaboratively.

Group facilitation has never been easy to handleGroup facilitation has never been easy to handle Facilitator is faced with diverse matters of consideration e.g. social Facilitator is faced with diverse matters of consideration e.g. social

integration and differences of background and attributes of studentsintegration and differences of background and attributes of students Transition from being authoritarian and laissez-faireTransition from being authoritarian and laissez-faire Need to intervene in collaboration process and provide consultation on Need to intervene in collaboration process and provide consultation on

behaviour when necessarybehaviour when necessary Life cycle of group needs to be understood – formation, storming, Life cycle of group needs to be understood – formation, storming,

norming and performing stagesnorming and performing stages It has been observed that a majority of students can work It has been observed that a majority of students can work

collaboratively in groups but they are sometimes challenged by collaboratively in groups but they are sometimes challenged by members who are not contributing to the tasksmembers who are not contributing to the tasks

Monitoring group collaboration is a major task for the facilitator to Monitoring group collaboration is a major task for the facilitator to achieve successachieve success

ACCEPTANCE OF THE PBL APPROACH BY ACCEPTANCE OF THE PBL APPROACH BY COMPARING ACADEMIC ACHIEVEMENTCOMPARING ACADEMIC ACHIEVEMENT

AREAS OF CONCERNS:AREAS OF CONCERNS:

LEARNING SKILLSLEARNING SKILLS FACILITATOR’S ROLEFACILITATOR’S ROLE GROUP’S DYNAMICSGROUP’S DYNAMICS

STUDENT’S RESPONSE ON LEARNING SKILLS – STUDENT’S RESPONSE ON LEARNING SKILLS – CGPA > 3.5CGPA > 3.5

0

5

10

15

20

25

30

35


sources



skills


related

Be moreresourceful


analyseinformation


time


Not Sure


STUDENT’S RESPONSE ON LEARNING SKILLS – STUDENT’S RESPONSE ON LEARNING SKILLS – CGPA 3.0 < 3.5CGPA 3.0 < 3.5

0

10

20

30

40

50

60


sources



skills


related

Be moreresourceful


analyseinformation


time


Not Sure


STUDENT’S RESPONSE ON LEARNING SKILLS – STUDENT’S RESPONSE ON LEARNING SKILLS – CGPA < 3.0CGPA < 3.0

0

2

4

6

8

10

12

14

16


sources



skills


related

Be moreresourceful


analyseinformation


time


Not Sure


SUMMARY OF FINDINGS OF STUDENT’S SUMMARY OF FINDINGS OF STUDENT’S RESPONSE ON LEARNING SKILLS – RESPONSE ON LEARNING SKILLS –

COMPARISON IN TERM OF ACADEMIC COMPARISON IN TERM OF ACADEMIC ACHIEVEMENTACHIEVEMENT

Most of the students with high academic Most of the students with high academic achievement are acceptable to the learning achievement are acceptable to the learning skills to be acquired through the PBL skills to be acquired through the PBL approach.approach.

SUMMARY OF FINDINGS OF STUDENT’S SUMMARY OF FINDINGS OF STUDENT’S RESPONSE ON FACILITATOR’S ROLE – RESPONSE ON FACILITATOR’S ROLE – COMPARISON IN TERM OF ACADEMIC COMPARISON IN TERM OF ACADEMIC

ACHIEVEMENTACHIEVEMENT

Most of the students with high academic Most of the students with high academic achievements agree that the facilitators achievements agree that the facilitators played their roles during the PBL process.played their roles during the PBL process.

STUDENT’S RESPONSE ON GROUP DYNAMICS – STUDENT’S RESPONSE ON GROUP DYNAMICS – CGPA > 3.5CGPA > 3.5

30

32.5

32.5

32.5

30

30

30

27.5

27.5

32.5

30

5

0

5

2.5

5

2.5

5

10

5

2.5

5

2.5

5

0

2.5

2.5

5

2.5

0

5

2.5

2.5

0 5 10 15 20 25 30 35 40

Comfortable working in assignedgroups

Comfortable Asking for help fromothers

Listen when members presentinformation

Comfortable sharing informationwith other

Roles of chairperson and secretarycompetently filled

Grp members get along with eachother

Grp members are committed toaccomplish shared goals

Each member understand the roleto play

Skills of group members are fullyutilised

Groups resolve conflicts

Grp members respect, value,support and encourage each other

Strongly Agree & Agree Not Sure Strongly DisAgree & DisAgree

STUDENT’S RESPONSE ON GROUP DYNAMICS – STUDENT’S RESPONSE ON GROUP DYNAMICS – CGPA 3.0 < 3.5CGPA 3.0 < 3.5

50

47.5

50

55

50

50

52.5

47.5

45

50

52.5

7.5

10

7.5

2.5

7.5

2.5

2.5

7.5

10

7.5

5

0

0

0

0

0

5

2.5

2.5

2.5

0

0

0 10 20 30 40 50 60 70













STUDENT’S RESPONSE ON GROUP DYNAMICS – STUDENT’S RESPONSE ON GROUP DYNAMICS – CGPA <3.0CGPA <3.0

2.5

5

5

5

5

5

5

5

5

5

5

2.5

00

00

00

00

00

0

0

0

0

0

0

0

0

0

0

0

0 1 2 3 4 5 6













SUMMARY OF FINDINGS OF STUDENT’S RESPONSE SUMMARY OF FINDINGS OF STUDENT’S RESPONSE ON GROUP DYNAMICS – COMPARISON IN TERM OF ON GROUP DYNAMICS – COMPARISON IN TERM OF

ACADEMIC ACHIEVEMENTSACADEMIC ACHIEVEMENTS

The students generally responded that they The students generally responded that they are acceptable to able working in groups no are acceptable to able working in groups no matter what their academic achievement matter what their academic achievement level were.level were.

CONCLUSIONCONCLUSION The implementation of PBL approach for real estate and The implementation of PBL approach for real estate and

construction courses is recommended within the context of construction courses is recommended within the context of achieving the objectives of developing graduates to cater for achieving the objectives of developing graduates to cater for the demand of the industry.the demand of the industry.

It encourages the positive attributes of students’ learning It encourages the positive attributes of students’ learning through better skill development.through better skill development.

The issues (non-physical aspects) related to the The issues (non-physical aspects) related to the implementation must be tackled accordingly to produce implementation must be tackled accordingly to produce effective results namely concerning students, facilitators, effective results namely concerning students, facilitators, generating good problems and assessment.generating good problems and assessment.

Endeavors should be taken to make a comprehensive study of Endeavors should be taken to make a comprehensive study of converting any built environment courses to a total PBL converting any built environment courses to a total PBL approach, which may in need of the human, financial and approach, which may in need of the human, financial and physical resources support as well as the understanding of physical resources support as well as the understanding of the PBL’s philosophy and approach by those who wish to be the PBL’s philosophy and approach by those who wish to be involved in the process.involved in the process.

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THANK YOU THANK YOU TERIMA TERIMA

KASIHKASIH

sharing the initial experience of implementation of problem based learning (pbl) at the department...

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