Problem-Based Learning: Mandatory Personal Qualities of Effective Facilitators

Ahmad Jazimin Jusoh, Nor Junainah Mohd Isa, Mohd Muzafar Shah Mohd Razali

Abstract


In any teaching context, shifting traditional methods of learning to problem-based learning often invites many questions and views from various parties. For more than thirty years, there have been ongoing debates as to issues such as the proper method of execution, appropriate curriculum, and learning environment for problem-based learning, as well as the cognitive skills and personal qualities of the facilitator (lecturer). Because the facilitator is a crucial component to this form of learning, this article focuses on investigating two personal qualities that are the main prerequisites to producing an effective facilitator. The importance of these qualities, as well as the proposed measures to implement problem-based learning, are also discussed. 

In any teaching context, shifing traditional methods of learning to problem-based learning often invites many questions and views from various parties. For more than thirty years, there have been ongoing debates as to issues such as the proper method of execution, appropriate curriculum, and learning environment for problem-based learning, as well as the cognitive skills and personal qualities of the facilitator (lecturer). Because the facilitator is a crucial component to this form of learning, this article focuses on investigating two personal qualities that are the main prerequisites to producing an effective facilitator. The importance of these qualities, as well as the proposed measures to implement problem-based learning, are also discussed.


Keywords


problem-based learning, knowledge, competence, effective facilitator

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References


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