Probleemgebaseerde leer as 'n altematiewe metode in die onderrig van toegepaste taalkursusse op gevorderde vlak : 'n gevalstudie

Abstract

In this case study the possibilities of problem-based learning (PBL) was investigated as an alternative teaching strategy in an applied language course. It was found that the students experienced the concept of PBL very positively. This impacted on their quality of learning. In their evaluation of the course they indicated that the course opened new employment opportunities and improved their self-image. Although critics of PBL maintain that less material are covered in a PBL course than in a traditional course, the findings of this study supports the hypothesis that in PBL "the material which is relevant to the 'problem' is generally dealt with in more depth than in a conventional course (Cawley 1991 :56). It was indicated that PBL had additional benefits like inherent motivational characteristics, increased class involvement, a better relationship between students and lecturer and an improvement in the communication skills of students. The author concludes with the suggestion that PBL would perhaps be best accommodated in South African universities by adopting a middle ground to retain benefits of the traditional curriculum while gaining some advantages of problem-based learning (Schwartz e.a. 1993:619).