Lessons learnt from the application of problem-based learning strategy in construction economics course

Traditionally, students learn by listening to lectures and reading, and are assessed on their ability to recall and communicate what they have learnt. An emerging trend is noted in the usage of alternative teaching methods in the higher education sector. Problem-based learning (PBL) is one of the prominent approaches used today. PBL is a student-centred instructional strategy in which students collaboratively solve problems and reflect on their experiences. With PBL, students are assessed on their ability to go through a problem solving process. Research shows that PBL gives the learner greater long-term benefits than traditional learning, and many progressive universities around the world use PBL in their courses. PBL: (1) develops critical and creative thinking; (2) creates effective problem-solvers; (3) increases motivation; (4) encourages lateral thinking; and (5) improves communication and networking skills. This study discusses the application of PBL in a first-year Construction Economics course in a Bachelors degree program and its positive outcomes for both students and the lecturer. Lessons learnt in this study may be helpful for revamping the curriculum of similar courses in other institutions.