Problem-Based Learning for Two-Year College Learners: An Examination of a Marketing Course Designed for Second-Year Students
The authors in this study examine a marketing course centered on a problem-based project at a two-year institution. Using “learning context” as a theoretical frame to guide study design and ultimately interpretation of findings, the authors use a qualitative approach to data collection and analysis. Using both descriptive statistics, course materials, instructor field notes, student written and oral interviews, collected over a period of several years, the authors seek to answer the question of how the method worked within the context of the two-year institution. In so doing, they examine student attitudes toward the approach and illustrate strengths and weaknesses of the approach from the students,’ instructor’s, and “client’s” perspectives. Finally, the authors provide an overview of a plan for moving the approach from a problem-based project toward a more “pure” model of problem-based learning, highlighting the differences between the two approaches.
Keywords: Project-Based Learning, Problem-Based Learning, Learning Context, Two-Year Colleges
Dr. Claire Major
Associate Professor, Higher Education Administration, The University of Alabama
Dr. Charles Major
Instructor, Business, Shelton State Community College