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Promoting Problem-Based Learning (PBL) in

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Global J. of Engng. Educ., Vol.9, No.2 © 2005 UICEE
Published in Australia

Promoting Problem-Based Learning (PBL) in Engineering

Courses at the Universiti Teknologi Malaysia*
Khairiyah Mohd. Yusof
Zaidatun Tasir
Jamalludin Harun
Syed Ahmad Helmi
Universiti Teknologi Malaysia
81310 UTM Skudai, Johor, Malaysia

In this paper, the authors describe the efforts in promoting the implementation of Problem-Based
Learning (PBL) at the Universiti Teknologi Malaysia (UTM), Johor Bahru, Malaysia, which is
essentially the groundwork phase of the University-wide PBL project. The move to train a core
group of lecturers to implement PBL was initiated in 2002. The litmus test on the effectiveness and
the possible applicability of PBL in engineering courses at the UTM was conducted in the first
semester of the 2003/04 academic year in Process Control and Dynamics, a required subject for
fourth year students in the Department of Chemical Engineering in the Faculty of Chemical and
Natural Resources Engineering. The outcome of the pilot implementation was highly successful
in that the Department allowed PBL to be implemented in other classes. This also encouraged
other faculties to promote the implementation of PBL. Since then, there have been several
implementations in the Faculty of Chemical and Natural Resources Engineering, the Faculty of
Mechanical Engineering, the Faculty of Electrical Engineering, and the Faculty of Civil Engineering.

INTRODUCTION In order to produce quality graduates, the UTM

had recently come up with attributes to reflect its
The Universiti Teknologi Malaysia (UTM), Johor graduates. UTM graduates shall have sound discipli-
Bahru, Malaysia, is a technology-based public univer- nary and professional knowledge, high self-esteem and
sity that produces the highest number of engineering effective skills in communication, teamworking,
graduates in Malaysia. The University’s mission is to problem solving and life-long learning. To achieve the
provide quality education for the masses, in line with desired outcomes of expertise in content knowledge,
the vision of Malaysia. The UTM is neither elitist nor positive attitudes and abilities in generic skills, student-
egalitarian. There are a variety of students from centred teaching and learning techniques, especially
different academic and social backgrounds who meet Problem-based Learning (PBL), are highly
the academic requirements pursuing engineering encouraged.
degrees and diplomas. Given the myriad of students PBL originated and gained wide acceptance in
entering the University, the UTM is committed to medical education. However, in the last decade, there
provide quality education for all to the future techni- has been a growing movement throughout the world
cal workforce and leaders of Malaysia. to adopt PBL in other fields, including engineering.
Many implementations are reported in North and South
*A revised and expanded version of an Opening Address
America, Europe and Australia.
presented at the 4th Asia-Pacific Forum on Engineering
and Technology Education, held in Bangkok, Thailand, Initially, there were many lecturers at the UTM
from 26 to 29 September 2005. This paper was awarded the and faculty administrators who were sceptical that PBL
UICEE diamond award (first grade) by popular vote of Semi- could be effective. One of the major concerns is the
nar participants for the most significant contribution to the high number of students in a class that could cause
field of engineering education. difficulties in facilitation and assessment. Whereas

175
176 K.M. Yusof et al.

most PBL implementations have less than 30 students might be considered as one practical actualisation of
per class, a typical class at the UTM consists of 60 to constructivist philosophy.
70 students; some common subjects may have up to The definition of learning by constructivists is
120 students. In addition, adopting PBL with just 14 related with the principles of PBL that have elements
weeks in a semester to cover the required content is in common with those of adult learning and life-long
challenging, if not impossible. There were also those learning. In PBL, students use their existing
who were just resistant to any form of change. It was knowledge in order to learn, rather than being treated
clearly evident that persuading lecturers to adopt PBL as a blank slate. The process of enquiry fosters
was going to be an uphill battle. self-directed learning; and students learn how to learn
In this article, the authors describe the ongoing so that they are better able to apply problem-
efforts by the Active Learning Taskforce at the UTM solving to new situations in the workplace and in the
to convince lecturers to adopt PBL in the various community [3].
engineering curricula. Successful outcomes of PBL Many researchers have shown the effectiveness
in the subject Process Control and Dynamics, which of PBL in enhancing students’ performance in
is the most important evidence in gaining the accept- learning. The results of 43 empirical studies on PBL
ance of lecturers and faculty administrators at the in tertiary education suggest that students in PBL are
UTM, is also included. better in applying their knowledge as they suggest a
robust positive effect from PBL on the skills of
PROBLEM-BASED LEARNING (PBL) students [4]. In engineering, PBL was recommended
and implemented, particularly because it promotes deep
Problem-Based Learning (PBL) is one of the learning and problem-solving skills [5][6]. Other
learning strategies that are based on student-centred engineering implementations also noted enhanced
learning. The implementation of PBL in higher generic skills and the promotion of positive attitudes
education has been discussed widely in many among students who had gone through PBL [7][8].
disciplines, such as medicine, engineering, education,
etc. In 1969, McMaster University in Canada intro- Essentials of PBL
duced Problem-Based Learning (PBL) into its
medical school in an effort to provide a multi- PBL is a philosophy that has to be adapted to the
disciplinary approach to medical education and to specific conditions and situation of an institution, and
promote problem solving in its graduates [1]. the nature of the field in which it is applied. This can
The PBL approach sought to embed small groups be seen in the different models of PBL implementation
of students in the role of a professional and present throughout the world. Therefore, there is no one-size-
them with a messy, unstructured, real-world problem, fits-all approach to PBL that can simply be
based within the context of the profession, to solve. implemented from one institution to another [9].
Students are then guided by cognitive coaches through Nevertheless, there are essential features of PBL.
the problem solving process and develop high levels The starting point of learning in PBL is a realistic, if
of generic skills and attributes, along with the content not real, problem. This is, in fact, the major driving
specific knowledge and skills that they require. PBL force for learning. The problem should be well crafted
practitioners often claim that their learners are more to engage and immerse students in learning new is-
motivated and independent in their learning. sues, as well as challenge existing knowledge, skills
PBL is based on constructivist learning theory. It is and attitude. It is essential to note that PBL is not only
suggested by a number of proponents of PBL, about giving problems and solving them in the class-
notably by Savery and Duffy, that PBL is consistent room, but it is also about creating opportunities for
with current philosophical views of human learning, students to construct knowledge through effective
particularly constructivism [2]. According to interactions and collaborative inquiry [9].
constructivism, learning occurs when learners In PBL, the lecturer is a facilitator or coach, whose
construct their own knowledge or understanding based role is to make the learning process visible, instead of
on their prior knowledge, environment and previous making the content visible as in traditional lectures.
experiences [2]. Hence, an approach like PBL, Since assessment drives learning, the modes of
which encourages self-directed learning and assessment must also be modified to appropriately
knowledge construction, the evaluation of personal evaluate students for the desired outcomes that have
understandings and interpretations against those of been designed for the problem.
others, and ongoing cognitive restructuring, is Students become problem solvers who have to be
perceived as congruent with learning theory. PBL actively involved in the learning process. Students
 Promoting Problem-Based... 177

being exposed to PBL for the first time must be lecturers teaching the subject. Subjects that are
prepared and motivated. It is absurd to expect offered in multiple sections would require coordination
students to readily have the skills for PBL, especially between lecturers.
when they have been experiencing traditional lectures. A micro-level approach requires the least amount
Therefore, students must be exposed to skills of resources and coordination. This is where PBL can
like teamworking and problem solving prior to be used as a methodology for certain topics in a course
engaging in PBL. within a certain amount of time. Hence, this approach
is highly recommended for those who are trying out
PBL in the Curriculum PBL for the first time.

There are several strategies that can be utilised LAYING THE GROUNDWORK
to infuse PBL in the engineering curriculum. The
strategies employed depend upon the readiness and A gradual, non-drastic approach has been taken to
empowerment of the academic staff, as well as the raise awareness and educate lecturers and students
facilities that are available. Figure 1 illustrates three on key techniques during the groundwork period, which
approaches to infuse PBL in the curriculum as took about two years. A group of student-centred
suggested by Tan at the mega, macro and micro lecturers were chosen to form a central committee,
levels [9]. called the Active Learning Taskforce, to facilitate the
Implementing PBL at the mega level requires promotion of PBL to all levels of the academic
high-level commitment, not only from all levels of community at the UTM. This is a difficult and
administration, but also from academic staff. As shown uncertain period where the taskforce and core-group
in Figure 1, an example of such an implementation is were moving against the tide to plant the initial seeds
when students undergo the entire third year of a of change – the major tasks were to introduce,
programme, or an entire programme in PBL. This convince and train. The natural progression is
would require a major revamp of the course curricula essential in winning academics’ hearts and minds, and
that should be aligned to the programme’s objectives thus the support of the academic community.
and outcomes. Four initial series of workshops held on PBL had
At the macro level, certain subjects in the curricu- been sufficient for a total of 40 lecturers in the central
lum are designated to be taught utilising PBL. and faculty core-groups to implement PBL. Meetings
Formally designating subjects ensures that PBL will were held to update and share information and ideas
be consistently implemented, no matter who is in charge as pioneers in the University. However, even after
of the subject. A macro implementation requires these workshops, most of the lecturers who went
departmental approval and the commitment of the through the training were apprehensive and reluctant
to make the drastic change from lectures to PBL.
Eg applied to Major revamp of Two lecturers in the active learning task force, who
the entire third Mega course curricula. were teaching the same subject, decided that a
year of a certain level Need commitment micro-level implementation was needed as an initial
programme at all levels trial. Without actually implementing PBL, the concept
would remain theoretical, vague and out of reach.

Eg applied to two Need departmental PILOT IMPLEMENTATION AT THE UTM:

subjects in the Macro approval, and PROCESS CONTROL AND DYNAMICS
third year of a level commitment from
programme lecturers teaching Process Control and Dynamics is a required course
the subjects
for fourth year undergraduate chemical engineering
students. It is a three credit-hour course, which means
Recommended for that there are three hours of classes per week, for 14
Eg applied to
specific topics in Micro new starters. weeks. The course is notorious for the high number
a subject level Can be unnerving of failures (usually around 30%) and low pass grades.
for isolated The course deals with the mathematical modelling of
implementation process dynamics, plus control systems design and an
among multi-
analysis of chemical processes. Students need to
sections
understand and visualise a process in operation and
Figure 1: Different approaches of infusing PBL. relate mathematical theories to the physical reality.
178 K.M. Yusof et al.

They also need a strong background in mathematics were exposed to PBL for the first time, they had
and other chemical engineering concepts, learned already acquired key skills for learning, communicat-
earlier, to fully appreciate class materials. ing and completing assignments in a team. All teams
In a typical lecture-based Process Control class, also had to overcome the storming stage to reach the
students seemed to understand the materials, but most norming stage, and some had even reached the
failed to perform in the quizzes and tests. Queries for performing stage. In order to prepare them further
questions were normally met with a deafening silence. for PBL, a briefing on the definition and stages of
Asking questions only made students uneasy and they PBL was given. The students were given motivation
avoided eye-contact. It was also normal to see and urged to trust the lecturers.
students nodding off to sleep, especially when the lec- During the 13 th week, all students taking the
tures were packed with mathematical derivations and subject sat for a test, in which question 2 looked at the
analysis. It is not surprising, therefore, to see studies topics covered using PBL. Figure 2 shows the marks
reporting that students can only recall 70% of the distribution for question 2 of students from all five
material presented during the first ten minutes and 20% sections. S1, S2, S3, S4 and S5 refer to Sections
of the material of the last ten minutes [10]. 1, 2, 3, 4 and 5, respectively. The average for Sections
In the first trial, PBL was implemented over a 1, 2, 3, 4 and 5 were 20.25, 10.85, 9.3, 5.15 and 13.76,
period of four weeks in two of the five sections respectively. The total marks for the question was 33.
offered in the first semester of the 2003/04 academic Students in Section 1 performed the best among all
year. Sections 2, 3 and 4 used lectures, while Sections sections (the lecturer for Section 1 did not set the
1 and 5 were taught using cooperative learning and question nor marked the answer scripts). More than
PBL. The lecturers teaching the two sections had 60% of the students in Section 1 scored above 20 for
undergone the PBL workshops and decided to try and the question. The class average, 20.25, is about twice
cover some particularly difficult topics in the syllabus the highest average for lecture-based classes. The
with PBL. Section 5 consists of weak students, who performance of students in Section 5 was a pleasant
usually have low motivation. All sections sit for the surprise. Although most of their marks were clustered
same tests and final examination, which were taken around 5 to 15, more than 40% of the students in
individually. All the answer scripts in the tests and Section 5 scored higher than 15, and only about 5%
examination were graded by the lecturer who set the scored less than 4. With an average of 13.76,
respective questions to ensure consistency. Details of students’ performance was better than for the
this first PBL implementation can be seen in Khairiyah lecture-based sections.
et al [8]. A questionnaire was given to students to assess
their perception of PBL and to determine if PBL had
Students’ Results and Response helped improve their generic skills. The results are
summarised in Table 1. The summary of questions
The students in both sections had already gone through are listed in the first column, and the percentage of
informal and formal cooperative learning during the students giving positive and negative response for
first seven weeks of class. Therefore, by the time they Sections 1 and 5 (ie S1 and S5) are tabulated in the

Figure 2: Distribution of marks for question 2 (PBL topics).

 Promoting Problem-Based... 179

Table 1: Results of the questionnaire.

respective columns. Those who gave both positive had been lectured. Students who felt that they had
and negative responses, or those who were undecided, learned more in lecture-based classes noted that it
are grouped under the Undecided columns for depended upon a person’s attitude and sense of
S1 and S5. responsibility. Many students also considered that it
Referring to Table 1, students, on the whole, viewed was dependent on a lecturer teaching abilities, and if
PBL positively. It is interesting to note that, although assignments were given.
the percentage of those who were totally positive about Most students felt that PBL increased their
PBL was not very high, the percentage of students problem-solving abilities, self-directed learning and
who would recommend that other subjects use PBL motivation for learning, interaction and teamwork skills,
and would like to attend more classes with PBL as well as level of self-confidence. Some students,
was very high (nearly 100%). This is because even who tended to be reserved, claimed that they had
though some students were undecided, they would become vocal and defended their opinions in group
still recommend PBL and realise that they can benefit discussions. They were not afraid to offer their view-
from PBL. point, even if their idea might be wrong. Consequently,
Those students who liked PBL commented that PBL they did not feel shy to speak up in class anymore.
made the subject more interesting, generating a happy Students also noted that they were able to learn how
and conducive environment for learning. They enjoyed to tolerate and accept differences, communicate with
cracking their brains to meet the challenge of solving different people, and had made good new friends, even
the problem, and actually appreciated the knowledge among different races. Many reported that they felt
gained. Some were even relieved that PBL stopped motivated to learn because they felt responsible
the spoon-feeding culture. Many of them noted that towards their group to help solve the problem and
they learned more systematically, and were better contribute in discussions. It was found that 70% and
prepared for class. These students also obviously 84% from Sections 1 and 5, respectively, responded
benefited from their groups. They found group that PBL had increased their confidence levels. They
discussions to be helpful, and were able to gain a felt more confident of themselves to present and face
better level of understanding from explaining to, and examinations.
arguing with, their group members. Some students felt In comparing Sections 1 and 5, it is interesting to
that the quest for information to fill in knowledge note that the percentages of positive response for an
gaps to solve the problem provided the motivation increase in the stated generic skills are higher for
for them to think and learn, not just for the sake of Section 5, which is the class with weaker students.
examinations. This difference in responses may be because some
Those who did not like PBL had stated similar students in Section 1 felt that they already had
reasons: there was too much work involved in the the confidence, motivation, problem-solving and
active learning approach, which depleted their time communication skills. Therefore, they felt PBL
for other subjects. They also disliked free-riders. did not make much of a difference in improving their
It was found that 73% and 79% of students from abilities in this regard. The weaker students from
Sections 1 and 5, respectively, responded that they Section 5, on the other hand, felt that they have gained
had learned more with PBL compared with traditional a lot from PBL.
lecture. An astounding number mentioned that they It is normal to find students with low self-esteem
felt sleepy, bored and lost concentration in traditional and low motivation in repeat classes. They usually have
classes, and were thus unable to grasp most of what difficulty in understanding complex concepts taught in
180 K.M. Yusof et al.

lecture-based Process Control classes. The normal lectures conducted in previous semesters. Another
percentage of failure for repeat classes was at least section conducted in lectures in the same semester
50%, sometimes as high as 70%. With PBL, these still had 30% failures and low passing marks.
students were able to understand better by actively Referring to Figure 3, the percentage of failures
discussing and undertaking assignments with their became progressively smaller when the subject was
team-mates and adopting a more positive attitude. taught using 70% CL and 30% PBL (2%), and
Some students even called up their team-mates in the then 70% PBL and 30% CL (0%). Most students
morning to wake them up for 8:00 am classes. Having also scored between 60% and 79%. In the latest
others rely on them, and the desire to complete the semester, less than 18% of students scored below 59%.
case study, provided the much needed motivation to These are mainly students who did not really partici-
learn on their own. All these factors, in turn, increased pate and did not take full advantage of PBL.
their self-confidence. These positive changes in As a consequence of the successful implementa-
outcomes and attitudes were also noted in other tions, the Department allowed PBL to be executed
studies [7]. in all classes of Process Control and Dynamics.
To date, up to 70% of the syllabus is covered
SUBSEQUENT IMPLEMENTATIONS using PBL, while the rest is covered using CL and
mini lectures.
Figure 3 shows the grade distribution of the subject The improvements seen in Figure 2 may be
for four semesters taught by the same lecturer using attributed to the CL and PBL combination. Improve-
different techniques. The passing mark at the UTM is ments in subsequent semesters may also be due
40%. For all four semesters, the final examination took to the better facilitation skills of the lecturer as
up 50% of the total marks because of the requirement more experience was gained after several implemen-
from the Malaysian Engineering Accreditation tations.
Council. As seen from the graph, there was slightly
above 30% failures when lectures were used to FEEDBACK FROM STUDENTS
teach Process Control and Dynamics. In the same
semester, the majority of students scored between There were also numerous feedback comments
40% and 59%. obtained from students. Indeed, students who had
Figure 3 shows when the teaching and learning experienced PBL after one semester appreciated PBL
mode was changed to active and cooperative learning more once they realised the skills and positive
(CL). The percentage of failures among students attitudes gained. One student in the first PBL
dropped to 17%. This time, only 19% of students implementation wrote the following:
scored between 40 to 59%. Most of the students in
the class obtained overall marks of 60-79%, which is PBL opens my eyes on how university life
a marked increase from the results of traditional should be. I was able to view the word

Figure 3: Grade distribution using different techniques.

 Promoting Problem-Based... 181

study from a helicopter view. From what I admit that it brings a lot of good effects
see among my coursemates, PBL did instead of bad ones. For me, you’ll only
change some of them from exam orientated get to feel the negative effect if you’re not
to a learning style that is not only prepared – this means that it’s your own
restricted to the syllabus. I’m able to think fault if you feel PBL didn’t help you much,
outside the box and think further, even and it’s also because of yourself that you
though the changes are not drastic, it is a gain in PBL. So everything depends on
good thing for me. yourself. It teaches me to be independent.

Another wrote the following: Weak students were also able to gain much from
PBL. Before embarking on PBL, there were concerns
PBL improved my generic skills. Now I feel among lecturers that weak students would be left
more comfortable to work in a group and behind because they would not be able to learn on
have confidence to solve problems. At least their own. However, the opposite actually occurred,
I won’t feel scared when facing a problem as seen by the results in the first implementation. This
that I have never seen before. is further supported by comments made by students
who were considered to be weak, as shown in the
From the response obtained, PBL helped students following statement:
to mature as learners, although they may initially have
resisted (Now I feel like a student in university, and I love PBL. It is a different kind of learning.
not in school). They actually appreciated that they Although I think it is almost sunset that I
were given the chance to think and explore on their manage to experience PBL, nothing is ever
own, and not be spoon-fed (PBL really works! No too late. PBL forced me to read. It made
spoon-feeding ‘coz we’re grown-ups. This is the me learn, study, read and practice. The
best and most enjoyable class!). most precious benefit I get from PBL is I
There were, of course, negative responses, read. The greatest pleasure I get from PBL
especially in the initial phases, although in the end, is friends. The best thing about PBL is
there were much fewer; among them: I hate PBL! appreciation. I’m now clear about the
I’m here to learn Process Control and not anything right strategy to learn; before this, I used
else! to cry. And now, I really know how to
Another comment gave the following strong communicate!
opinion:
In another feedback given by a supposedly weak
PBL? WHAT ARE YOU TRYING TO DO? student:
CHANGE OUR MENTALITY? WHY
DON’T YOU CHANGE US FROM THE I like PBL because it really makes me work
BEGINNING IN FIRST YEAR? INSTEAD for my studies and I feel smart doing it.
OF IN FINAL YEAR? Even though I won’t score high in my exam
or final, I actually understand what
Some students were undoubtedly angry and were control is. I think the essence of studying
unable to accept PBL, especially those who had lagged a certain subject is to understand it
behind and had to take the Process Control class properly so you can still refresh it later
in their final year instead of earlier. In order to when working. I strongly feel and
overcome this problem, students are now being believe that PBL helped me increase my
prepared for PBL in their first year. acquisition and prepare for my career and
Nevertheless, even though they may dislike PBL, life as I learn to cooperate and learn with
most students could not deny its benefits. Many others, teach others and it really shows
realised that in applying PBL, the responsibility of that everyone actually has the potential
learning is being handed back to them, as evidenced to become a leader. This is the first time I
in the following comment: felt that the book I bought is worth it
because I have been reading the book all
I think PBL is good, but students (including this while. When you understand the
me) tend to think negatively about it at subject and love it and enjoy it, only then
first. Even though I dislike it, I have to you gain the motivation to study more.
182 K.M. Yusof et al.

CURRENT STATUS graduate programmes. Each programme will have

to determine the strategic placement of PBL in
At the UTM, PBL has been implemented across all the curriculum that will yield the greatest impact
the disciplines. After the initial implementation in of its benefits to students. In order to ensure that
chemical engineering courses, PBL implementation the plan is implemented, the University administrators
spread out into other engineering fields, such as are applying subtle pressures on the faculties to
mechanical engineering, civil engineering and electri- report all PBL applications. The Faculty administra-
cal engineering. PBL also has been introduced into tors, in turn, are expected to keep track and ensure
other disciplines at the UTM such as social science that lecturers who have received training apply
courses like education and human resource manage- PBL in their classes.
ment (HRM). To support the lecturers who want to implement
Educating administrators, lecturers and students on PBL in their classes, regular meetings are conducted
CL and PBL was a major focus. Road shows on CL with members of the Active Learning Taskforce.
and PBL were held in all faculties to create aware- A portal is currently being planned to provide ready
ness on the need for change in teaching and learning references, forms and an electronic forum for lectur-
techniques. Evidence of implementations and outcomes ers interested to discuss PBL. Training on CL and
in the form of students’ performances and responses PBL are conducted on a regular basis at the Univer-
were also shared during the road shows. Experience sity and faculty levels. Co-teaching and/or mentoring
obtained from giving presentations in different facul- with experienced lecturers are also encouraged.
ties have also given exposure and enriched the knowl- Crucial support from the faculty level allows lecturers
edge of the taskforce members to the different who implement PBL to choose a suitable subject, time
perspectives and problems faced by lecturers. Other slot and classroom. In order to ease the burden
than road shows, technical papers and articles have of lecturers in terms of the increased workload,
also been written to disseminate information on the especially in the initial stages of implementation,
techniques and implementation. student tutors or teaching assistants should be assigned
Taking a gradual approach, lecturers who were to them. Furthermore, a proper classroom setting
apprehensive of the rather drastic change to PBL are is also important because classrooms or lecture
encouraged to implement cooperative learning first. theatres with fixed chairs cannot be used for team
This enabled them to experience facilitating group discussions in CL and PBL.
dynamics and active learning. Then, PBL was imple- There is also a move to prepare students for PBL.
mented at a micro level, ie over a segment of two to In the 1st semester of the 2005/06 academic year, first
four weeks, before moving on to possibly whole-class year chemical engineering students were prepared for
implementation. After implementing PBL in their the skills required for PBL in their Introduction to
respective classes, the lecturers become the faculty Engineering course. The learning environment in this
champion and resource person, by sharing their expe- course is designed to develop skills in teamworking,
riences. Based on the authors’ experiences, this ap- problem-solving, communication, interpersonal,
proach, coupled with organising awareness talks to reflective thinking, self-directed learning and peer
each faculty, has attracted other lecturers to try to teaching. There is industrial involvement in crafting
implement PBL in their classes and won over faculty the final PBL case. The company also provides extra
administrators. incentives for students by sponsoring a challenge
In promoting CL and PBL at the grassroots level trophy for the best PBL team and the best team
(mainly by word of mouth) by the core group, most player, as well as a small token of prize money for the
found it easier to convince the younger lecturers. winners.
Nevertheless, there had been senior lecturers who were
initially sceptical, but they somehow turned around and E-Learning and PBL
at least agreed with the idea of the need for active
learning in the classrooms. Mentoring lecturers in PBL In order to ascertain the potential of e-learning in
are also took place in some faculties. helping the implementation process of PBL, a study
The administrators at the UTM have decided to go was carried out to find out students’ perceptions
for PBL by stages, through the bottom-up, top-down towards PBL through e-learning. E-PBL is the
approach. Lecturers are not forced, but volunteer to implementation of PBL through any Learning
use PBL as one of their teaching approaches. The Management Systems (LMS). At the UTM, Moodle,
aim is to have a macro implementation of PBL, with an open-source LMS, is used. Through e-learning,
at least 10% of the total contact hours in all under- learning can take place anywhere and anytime through
 Promoting Problem-Based... 183

the communication tools that it has. The study was REFERENCES

conducted in the Faculty of Education at the UTM in
Skudai [11]. 1. Barrows, H. and Tamblyn, R., Problem-Based
The findings from the case study show that Learning: an Approach to Medical Education,
students often feel that the use of PBL through Vol. 1. New York: Springer Publishing Co.
e-learning is relevant in their studies and future (1980).
work (mean = 4.19). The highest mean score is 2. Savery, J.R. and Duffy, T.M., Problem-Based
5 based on a 5-point Likert Scale. For other Learning: an instructional model and its
factors, such as reflective thinking (mean = 3.69), constructivist framework. Educational Technol-
interactivity (mean = 3.26), tutor support (mean = 3.87), ogy, 35, 5, 31-38 (1995).
peer support (mean = 3.24), interpretation 3. Boud, D.J., Problem-Based Learning in
(mean = 3.59), the means were less than 4 but above Perspective. In: Boud, D.J. (Ed.), Problem-Based
3 [11]. Learning in Education for the Professions.
Students also felt that some e-learning tools, such Sydney: Higher Education Research and
as electronic fora, chatting and electronic journals, help Development Society of Australasia (1985).
the process of implementing PBL. E-learning is 4. Dochy, F., Segers, M., Van den Bossche, P. and
needed to help in the implementation of PBL among Gijbels, D., Effects of problem-based learning: a
university students, especially in the discussion meta-analysis. Learning and Instruction, 13,
session. Through e-learning, the problem can be posted 533-568 (2003).
earlier before the lecture session starts. In addition, 5. Woods, D.R., Problem-Based Learning:
discussions among students and students and between Helping Your Students Gain Most from PBL
students and a lecturer can be continued outside the (3 rd edn). Waterdown: McMaster University
class. (1996).
6. Woods, D.R., Felder, R.M., Rugarcia, A. and Stice,
FINAL REMARKS J.M., The future of engineering education: III,
developing critical skills. Chemical Engng. Educ.,
On the whole, the move towards encouraging lectur- 34, 2, 108-117 (2000).
ers to adopt PBL seemed rather sluggish, especially 7. Polanco, R., Calderon, P. and Delgado, F.,
in the initial stage. This is because time is needed for Problem-Based Learning in Engineering
those initiating the change to be trained, implement Students: Its Effects on Academic and Attitudinal
and gain experience in the techniques. Time is also Outcomes. In: Little, P. and Kandlbinder, P.
needed for others to be convinced and to prescribe (Eds), The Power of Problem-Based
the change. Most importantly, those promoting the Learning. Newcastle: PROBLARC, 111-125
technique must be able to show evidence that PBL is (2001).
effective for engineering education. 8. Khairiyah, M.Y., Mimi, H.H. and Azila, N.M.A.,
The Active Learning Taskforce and core groups A first attempt at problem based learning in proc-
are well aware of the efforts, patience, determination ess dynamics and control course for chemical
and resilience required to successfully promote engineering undergraduates at Universiti Teknologi
University-wide implementation of PBL. Neverthe- Malaysia. Proc. 5th Asia Pacific Conf. on Prob-
less, with clear intention, goals and plan of action, lem-Based Learning, Kuala Lumpur, Malaysia
coupled with support from the highest level of the (2004).
University’s key personnel, the Taskforce and core 9. Tan, O.S., Problem-Based Learning Innovation:
groups are optimistic that a well-coordinated University- Using Problems to Power Learning in the
wide implementation of PBL will materialise in the 21 st Century. Singapore: Thomson Learning
near future. (2003).
10. Felder, R.M. and Brent, R., Cooperative Learn-
ACKNOWLEDGEMENTS ing in Technical Courses: Procedures, Pitfalls, and
Payoffs. ERIC Document Reproduction Service,
The authors would like to thank the Centre for ED 377038 (1994).
Teaching and Learning, the Faculty of Chemical and 11. Tasir, Z., Harun, J. and Noor, N.M., Problem-
Natural Resources Engineering, the Faculty of Based Learning and e-learning: a case study in
Education, and the Faculty of Mechanical Engineering the Faculty of Education, Universiti Teknologi
at the Universiti Teknologi Malaysia (UTM), for their Malaysia. Proc. Inter. Symp. on E-Learning,
support in making this project possible. Sabah, Malaysia, 25-26 (2005).
 184 K.M. Yusof et al.

BIOGRAPHIES the UTM (2002). She is a member of the Active

Learning Taskforce at the UTM.
Khairiyah Mohd. Yusof is
an Associate Professor Jamalludin Harun is a
in the Department of lecturer in the Faculty of
Chemical Engineering of the Education and an IT
Faculty of Chemical and manager in the Centre for
Natural Resources Engi- Teaching and Learning at the
neering at the Universiti Universiti Teknologi Malay-
Teknologi Malaysia (UTM) sia (UTM) in Skudai. He
in Johor, Malaysia. She earned his first degree, BSc
received her BSc in chemi- Comp. with Edu. (Chemis-
cal engineering (summa try) (Hons.) from the UTM
cum laude) from the University of Alabama, (1995), his MEd (Educa-
USA (1987), her MSc in chemical engineering tional Media Computers) from Arizona State University
from Clemson University, South Carolina, (1998), and his PhD (PBL and Web-based Develop-
USA (1991), and her PhD from the University ment) from the UTM (2003). He is a member of the
of Waterloo, Canada (2001). She is currently Active Learning Taskforce at the UTM.
the head of the Active Learning Taskforce at the
UTM. Syed Ahmad Helmi is a
lecturer in the Faculty of
Zaidatun Tasir is a senior lec- Mechanical Engineering at
turer and an IT manager in the Universiti Teknologi
the Faculty of Education at Malaysia (UTM). He earned
the Universiti Teknologi his first degree, BSc in
Malaysia (UTM) in Skudai. mechanical engineering
She earned her first degree, from the University of
BSc Comp. with Edu. Alabama (1987) and his
(Math) (Hons) from the MEng in Advanced Manu-
UTM (1995), her MEd (Edu- facturing Technology from
cational Media Computers) the UTM. Prior to joining the UTM in 1993, he had
from Arizona State Univer- worked in several industries. He is a member of the
sity (1998), and her PhD (MI and Multimedia) from Active Learning Taskforce at the UTM.

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