JOURNAL OF HIGHER EDUCATION THEORY AND PRACTICE

A Roadmap to Increase Active Learning: Reading Methodology Courses with Problem-Based Learning in Professional Learning Communities

Author(s): Stephanie S. TeKippe

Citation: Stephanie S. TeKippe, (2017) "A Roadmap to Increase Active Learning: Reading Methodology Courses with Problem-Based Learning in Professional Learning Communities ," Journal of Higher Education Theory and Practice, Vol.17, Iss. 9, pp.118-129

Article Type: Research paper

Publisher: North American Business Press

Abstract:

Active learning engages students and prompts them to think critically, work collaboratively, express

ideas, explore knowledge, make connections, and reflect. Problem-based learning (PBL) is an active

learning strategy commonly utilized in STEM courses. The author of this study explored the use of PBLs

in a reading methodology course. The findings revealed increased student retention of knowledge when

using PBLs in Professional Learning Communities, compared to traditional formats. Student recall and

perceptions were examined in a collaborative environment, therefore providing a roadmap of integration,

increased participation, and student success.