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ERIC Number: EJ1041678
Record Type: Journal
Publication Date: 2014
Pages: 8
Abstractor: As Provided
ISSN: EISSN-1446-5442
What Good Teachers Do to Promote Effective Student Learning in a Problem-Based Learning Environment
Goh, Karen
Australian Journal of Educational & Developmental Psychology, v14 p159-166 2014
This qualitative study examines the attributes of effective teachers in a problem-based learning (PBL) classroom, specifically in a polytechnic context in Singapore. The educational beliefs, approaches and strategies of a group of PBL facilitators who have received teaching awards are examined to understand how critical thinking, collaborative and self-directed learning are promoted in a PBL environment. Data from classroom videos, teaching portfolios, student feedback, and certification feedback letters of 12 award recipients are analysed and coded using the constant comparative method to identify common themes in facilitation attributes and actions. Findings reveal three themes influencing the quality of teaching and learning in the PBL classroom: [1] questioning techniques of facilitators; [2] timeliness of facilitator response; and [3] facilitator awareness of unique learning goals and situations. The result of this study suggests that staff development programmes in PBL settings should focus on creating opportunities for reflection on practice, guided practice through feedback, and clearer articulation of standards and exemplars of good facilitation as resources for peer learning.
University of Newcastle. School of Education, Callaghan, NSW 2308, Australia. e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Singapore