time went on. I think we all really learned how to manage things better and to get our college work in as well as working in the evenings and studying for our exams”. In addition, many participants talked about a new confidence they felt not only with the Foundation Maths module but also in their other modules. They felt more courageous about talking in class, even about new topics which were previously unknown to them. Whilst acknowledging that he was unsure if it was down to PBL or just down to a new sense of freedom found in college, one participant made the remark felt braver than I had “I before”. Learning from PBL Another module being completed by participants at the same time as the Foundation Maths module (with the PBL component) was Professional Skills. As part of this module, it was necessary for students to think about and prepare a CV ready for attending job interviews and applying for positions. To this end, participants had to think about skills they possessed and knowledge they had gained in order to succeed. Many participants were able to draw upon their experience during the PBL process to look at new skills they had acquired. These included: Being enthusiastic and enterprising Networking with others (group members but also outside industry) Demonstrating critical thinking Exhibiting independent learning Being able to use their initiative Some participants felt that as they continued to be classified as students by ‘good’ lecturing within the School, they were given more responsibility for the progress made within their modules. For example, some lecturers allowed the participants to choose how they wanted to build up their continuous assessment marks. This helped to boost the confidence of many of the participants and some associated this categorically to the PBL
time went on. I think we all really learned how to manage things better and to get our college work in as well as working in the evenings and studying for our exams”. In addition, many participants talked about a new confidence they felt not only with the Foundation Maths module but also in their other modules. They felt more courageous about talking in class, even about new topics which were previously unknown to them. Whilst acknowledging that he was unsure if it was down to PBL or just down to a new sense of freedom found in college, one participant made the remark “I felt braver than I had before”. Learning from PBL Another module being completed by participants at the same time as the Foundation Maths module (with the PBL component) was Professional Skills. As part of this module, it was necessary for students to think about and prepare a CV ready for attending job interviews and applying for positions. To this end, participants had to think about skills they possessed and knowledge they had gained in order to succeed. Many participants were able to draw upon their experience during the PBL process to look at new skills they had acquired. These included: Being enthusiastic and enterprising Networking with others (group members but also outside industry) Demonstrating critical thinking Exhibiting independent learning Being able to use their initiative Some participants felt that as they continued to be classified as ‘good’ students by lecturing within the School, they were given more responsibility for the progress made within their modules. For example, some lecturers allowed the participants to choose how they wanted to build up their continuous assessment marks. This helped to boost the confidence of many of the participants and some associated this categorically to the PBL
EdD%20Thesis1.docx