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Benefits of
of using problems
Some beneficial outcomes have typically been associated with the use of problems in the literature. These include opportunities for students to build on their prior experiences, the potential acquisition of retrievable and usable knowledge; a better understanding of the knowledge gained; self-directed learning, reasoning and problem-solving skills; and an awareness of the limitations of one's knowledge. It has also been observed that students' motivation and task engagement can also be enhanced due to the applied and authentic nature of problems (Lim, Tan, & Kilmas, 2001; Musal, Taskiran, & Kelson, 2003; Tan, 2006).
Comparisons with more traditional didactic approaches indicate that using problems possesses several advantages over traditional teaching. As compared to traditional teaching, the use of problems has been found to encourage deep rather than surface learning, equip students with “learning to learn” skills, the ability to carry out research and find new sources of knowledge, as well as increase engagement and interaction with the learning material.
Faculty and students' opinions about the effectiveness of using problems in teaching and learning have similarly been positive. Both students and faculty reported high ratings on student and faculty interest and enthusiasm, personal satisfaction and preparation for work as compared to traditional methods (e.g., Musal, Taskiran, & Kelson, 2003).
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