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ERIC Number: EJ1093011
Record Type: Journal
Publication Date: 2006
Pages: 16
Abstractor: As Provided
Reference Count: 51
ISSN: ISSN-1534-6102
Deconstructing the Methods and Synergies in Problem-Based Learning, Community-Based Project-Organized Education: Perspectives at the University of Venda, South Africa
Netshandama, V. O.; Farrell, Sarah P.
Journal of Higher Education Outreach and Engagement, v11 n2 p57-72 2006
This case study discusses the deconstructions and synergies of problem-based learning (PBL) and community-based project-organized education. The growing literature on these methods lacks in coverage of their synergies and their applicability to meaningful projects with communities as partners. Community-based learning is inherently problem based and provides a natural environment to introduce problem-based learning, but problem-based learning is not inherently community-based. A project-organized curriculum is not necessarily community based or problem oriented. Its application in community problem-based models therefore requires clear articulation. Scholars wishing to use both approaches are faced with the challenge of revisiting the connections from time to time, given the evolving and changing contextual nature of community issues, problems, and needs. This article discusses theoretical underpinnings, context, applications, and experiences in using these methods at the Department of Nursing Sciences at the University of Venda in South Africa.
Office of the Vice President for Public Service and Outreach, University of Georgia and the Institute of Higher Education. Treanor House, 1234 South Lumpkin Street, Athens, GA 30602. Tel: 706-542-6167; Fax: 706-542-6124; 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: South Africa