Abstract
This is the second of three papers which explores the growing influence of problem-based learning (PBL) within professional curricula. Part 2 presents an overview of a study undertaken over 5 years (Savin-Baden, 1996), which sought to explore the expectations and experience of staff and students in different universities within the United Kingdom on diverse professional courses. It is argued here that PBL appears to promote many of the abilities currently high on the agenda in British higher education in the 1990s, yet the wider implications of its implementation are more complex and far-reaching. This study found that the way in which PBL was played out in practice was less coherent, more varied and more complex than the literature and personal experience implied. Part 2 documents the rationale for the study, the methodology undertaken and the evolution of the model of Dimensions of Learner Experience; part 3 will discuss the findings of this study.
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