YASMIN MOHD ADNAN AINORIZA MOHD AINI

1. SHARING THE INITIAL EXPERIENCE OF IMPLEMENTATION OF PROBLEM BASED LEARNING (PBL) AT THE DEPARTMENT OF ESTATE MANAGEMENT FACULTY OF BUILT ENVIRONMENT, UNIVERSITY OF MALAYA. YASMIN MOHD ADNAN AINORIZA MOHD AINI BEECON 2006 DEPT. OF ESTATE MANAGEMENT UNIVERSITY OF MALAYA

2. INTRODUCTION TO PBL A STUDENT CENTRED METHOD WHERE STUDENTS LEARN BY WORKING ON REAL TIME PROBLEMS AND ACTIVITIES WITH LECTURERS, AS FACILITATORS. INTRODUCED IN THE MEDICAL SCHOOL IN CANADA AND UNITED STATES IN THE 50s. USE OF PBL IN MEDICAL EDUCATION SHOWED MEDICAL STUDENTS RETAINS LITTLE OF WHAT THEY LEARNED IN THE BASIC PRINCIPLE (BRIDGES & HALLINGER,1995). BARROWS & TAMBYN, 1980 – ‘LEARNING THAT RESULTS FROM THE PROCESS OF WORKING TOWARD THE UNDERSTANDING OR RESOLUTION OF A PROBLEM’. NORMAN & SCHMIDT, 1992 – ‘PBL ENHANCES AMONGST OTHERS, TRANSFER OF CONCEPTS, INTRINSIC INTEREST IN LEARNING, SELF-DIRECTED LEARNING AND LEARNING SKILLS’.

3. INTRODUCTION TO PBL Traditional model PBL model Students as knowledge recipient Teacher directed Students as problem solver Coach mediated

4. COMPONENTS OF PBL (TAN,2003) Problem Presentation Problem Triggers Inquiry • PBL Stages • Initial Analysis • Generation of Learning Issues • Iteration of Independent and • Collaborative Solving • Integration of New Knowledge Solution Presentation and Evaluation

5. QUALITIES OF EXPECTED GRADUATES Ranjit Singh Mahli, TQM Consultants Sdn Bhd quotes that the generic competencies required by Malaysian Graduates are: Personal Competence Inter Personal Competence Thinking Skills Computer Literacy Added Trait: Proficient In English • Achievement orientation • High Self Esteem • Integrity • Resilience • Proactivity/ • Initiative • Emotional Self Control • Self-Objectivity • Managing time successfully • Lifelong Learning • Proficiency in using • application packages • Ability to surf • Internet • Problem Solving and decision making skills • Creative Thinking • Critical Thinking • Getting along well with people • Communication skills • Leadership • Team Player

6. BENEFICIALLY FACTORS OF CONSIDERATION FOR THE IMPLEMENTATION OF PBL FOR COURSES RELATED TO REAL ESTATE • Permits students to learn in a context resembling their future work environment • Encourages deeper learning approaches whereby students elaborate more fully information presented • Allows for facilitated learning, self-motivated in the process • Develops students problem solving, critical thinking, decision making, time management, communication and negotiation skills • Develops collaborative learning skills such as collaborating productively in groups or teams • Makes reasoned decisions in unfamiliar situations

7. RELATED ISSUES (NON PHYSICAL) IN CONSIDERING THE IMPLEMENTATION OF PBL • ISSUES RELATED TO STUDENTS • Diverse family background of students • Different race – multi racial • Different education knowledge based • Different intelligence and emotional quotients • Different sexes – female dominating class • Group collaboration and its dynamics • Non-independent learning <<

8. RELATED ISSUES IN CONSIDERING THE IMPLEMENTATION OF PBL • ISSUES RELATED TO FACILITATORS • Transition from teacher centered & lectured orientated system • Changing roles of academic staff to facilitate rather than teach within their interest and experience • Dealing with interdisciplinary projects from non-exposed backgrounds • Dealing with group dynamics • Transforming lecture course to small groups mode • Understanding the principles of interdisciplinary education • Design of appropriate assessment and evaluation strategies <<

9. RELATED ISSUES IN CONSIDERING THE IMPLEMENTATION OF PBL ISSUES RELATED TO ASSESSMENT • Non-bias judgment • Well rounded and covered aspects for assessment • Non-judgmental opinions and acceptance of solutions to problems posed <<

10. RELATED ISSUES IN CONSIDERING THE IMPLEMENTATION OF PBL • ISSUES RELATED TO GENERATING GOOD PROBLEMS/CASES • Time consuming to generate ill defined and messy structure with real life situation • To ensure and cover the underlined concepts and skills • To allow interaction between students and teachers and amongst each other • Be open ended and provide opportunity for independent work and research • Be complex so students can apply previous concepts and knowledge <<

11. IMPLEMENTATION OF PBL IN THE DEPARTMENT OF ESTATE MANAGEMENT, FACULTY OF BUILT ENVIRONMENT Department Selected PBL Course : INTEGRATED PROJECT Course Objectives: Practical exercise to expose students to the real world of real estate industry and enable students to combine their knowledge gained in the university with experience gained during a field trip. Transition Professionals

12. IMPLEMENTATION OF PBL IN THE DEPARTMENT OF ESTATE MANAGEMENT, FACULTY OF BUILT ENVIRONMENT Background of Course: • 100% course work and a core subject • Conducted for 2nd Year Student during Special Semester (7 weeks including 1 week of field trip outside campus) • Work on given problems related to the valuation & management of a multi-storey commercial buildings and the best development consideration on identified vacant sites • Topics related to the valuation, development, property management, investment, town planning, property law, marketing and urban land economics are covered

13. IMPLEMENTATION OF PBL IN THE DEPARTMENT OF ESTATE MANAGAMENT, FACULTY OF BUILT ENVIRONMENT Background of Course: • Site of Kuantan, Pahang and Kuala Terengganu, Terengganu were chosen by the first and second batches for the implementation of the selected PBL course • The first batch (Session 2003/2004) of 49 students comprising of 67% female and 33% male in which 65% are Malay and 35% are Chinese students • The second batch (Session 2004/2005) of 45 students comprising of 65% female and 35% male in which 31% are Malay and 69% are Chinese students.

14. IMPLEMENTATION OF PBL IN THE DEPARTMENT OF ESTATE MANAGAMENT, FACULTY OF BUILT ENVIRONMENT Background of Course: • After presentation of problems posed, students went for briefings at selected government dept. and agencies offices • Prior discussion was held with the students and 5 chosen facilitators on roles and requirements of course e.g. minutes of each meetings to be kept, appointment dates with relevant parties to be monitored

15. IMPLEMENTATION OF PBL IN THE DEPARTMENT OF ESTATE MANAGEMENT, FACULTY OF BUILT ENVIRONMENT Background of the Course: • Students work in small groups of 5 - 7 • Groups selected according to gender, race, academic performance and personal attributes • During field trip, students visit sites & buildings as well as have group discussions held at night with group facilitators. • Follow up group meetings with final presentation at end of course for assessment by facilitators

16. IMPLEMENTATION OF PBL IN THE DEPARTMENT OF ESTATE MANAGEMENT, FACULTY OF BUILT ENVIRONMENT PROJECT BRIEF INCLUDING PROJECT SCENARIO AND SPECIFIC TASKS THE PROCESS SITE/BUILDING VISITS AND DATA COLLECTION FINDINGS PRESENTATION GROUP MEETINGS AND DISCUSSION WITH FACILITATORS FINAL PRESENTATION (OVERALL TASKS) TO FACILITATORS AND OTHER PANELS SUBMISSION AND GROUP ASSESSMENT

17. RESPONSES FROM STUDENTS OF THE PBL APPROACH IN THE COURSE CONDUCTED BY THE DEPARTMENT OF ESTATE MANAGEMENT FACULTY OF BUILT ENVIRONMENT AREAS OF CONCERNS: • LEARNING SKILLS • FACILITATOR’S ROLE • GROUP’S DYNAMICS

18. STUDENT’S RESPONSE ON LEARNING SKILLS – FOR SESSION 03/04

19. STUDENT’S RESPONSE ON LEARNING SKILLS – FOR SESSION 04/05

20. SUMMARY OF FINDINGS OF STUDENT’S RESPONSE ON LEARNING SKILLS Students agree that PBL approach had developed the learning skills for which the attributes are helpful and of importance to them

21. STUDENT’S RESPONSE ON FACILITATOR’S ROLE – SESSION 2003/2004

22. STUDENT’S RESPONSE ON FACILITATOR’S ROLE – SESSION 2004/2005

23. SUMMARY OF FINDINGS OF STUDENT’S RESPONSE ON FACILITATOR’S ROLE • Most students concurred that the facilitators played the roles required though a few expressed that they are unsure • A challenge for academic staff to convert from the traditional role of teaching to a facilitating medium • Teachers have the view that they are in control of content, teaching approach and assessment • In PBL, teacher needs a new sets of skills of stimulating and guiding students as they make sense of information and experience. Need to design appropriate activities, observes learners at work and guides their progress through questioning and feedback

24. STUDENT’S RESPONSE ON GROUP DYNAMICS – SESSION 2003/2004

25. STUDENT’S RESPONSE ON GROUP DYNAMICS – SESSION 2004/2005

26. SUMMARY OF FINDINGS OF STUDENT’S RESPONSE ON GROUP DYNAMICS • Various responses on opinion but majority of students concurred to being able to work collaboratively. • Group facilitation has never been easy to handle • Facilitator is faced with diverse matters of consideration e.g. social integration and differences of background and attributes of students • Transition from being authoritarian and laissez-faire • Need to intervene in collaboration process and provide consultation on behaviour when necessary • Life cycle of group needs to be understood – formation, storming, norming and performing stages • It has been observed that a majority of students can work collaboratively in groups but they are sometimes challenged by members who are not contributing to the tasks • Monitoring group collaboration is a major task for the facilitator to achieve success

27. ACCEPTANCE OF THE PBL APPROACH BY COMPARING ACADEMIC ACHIEVEMENT AREAS OF CONCERNS: • LEARNING SKILLS • FACILITATOR’S ROLE • GROUP’S DYNAMICS

28. STUDENT’S RESPONSE ON LEARNING SKILLS – CGPA > 3.5

29. STUDENT’S RESPONSE ON LEARNING SKILLS – CGPA 3.0 < 3.5

30. STUDENT’S RESPONSE ON LEARNING SKILLS – CGPA < 3.0

31. SUMMARY OF FINDINGS OF STUDENT’S RESPONSE ON LEARNING SKILLS – COMPARISON IN TERM OF ACADEMIC ACHIEVEMENT Most of the students with high academic achievement are acceptable to the learning skills to be acquired through the PBL approach.

32. SUMMARY OF FINDINGS OF STUDENT’S RESPONSE ON FACILITATOR’S ROLE – COMPARISON IN TERM OF ACADEMIC ACHIEVEMENT Most of the students with high academic achievements agree that the facilitators played their roles during the PBL process.

33. STUDENT’S RESPONSE ON GROUP DYNAMICS – CGPA > 3.5

34. STUDENT’S RESPONSE ON GROUP DYNAMICS – CGPA 3.0 < 3.5

35. STUDENT’S RESPONSE ON GROUP DYNAMICS – CGPA <3.0

36. SUMMARY OF FINDINGS OF STUDENT’S RESPONSE ON GROUP DYNAMICS – COMPARISON IN TERM OF ACADEMIC ACHIEVEMENTS • The students generally responded that they are acceptable to able working in groups no matter what their academic achievement level were.

37. CONCLUSION • The implementation of PBL approach for real estate and construction courses is recommended within the context of achieving the objectives of developing graduates to cater for the demand of the industry. • It encourages the positive attributes of students’ learning through better skill development. • The issues (non-physical aspects) related to the implementation must be tackled accordingly to produce effective results namely concerning students, facilitators, generating good problems and assessment. • Endeavors should be taken to make a comprehensive study of converting any built environment courses to a total PBL approach, which may in need of the human, financial and physical resources support as well as the understanding of the PBL’s philosophy and approach by those who wish to be involved in the process.

38. THANK YOU TERIMA KASIH <<