Students’ and Teachers’ Experiences With the Implementation of Problem-Based Learning at a University Law School

Authors

Marit Wijnen, Erasmus University RotterdamFollow
Sofie M. M. Loyens, Erasmus University Rotterdam; University College Roosevelt, Utrecht UniversityFollow
Guus Smeets, Erasmus University RotterdamFollow
Maarten J. Kroeze, Erasmus University RotterdamFollow
Henk T. Van der Molen, Erasmus University RotterdamFollow

Abstract

A few years ago, the Erasmus School of Law implemented problem-based learning (PBL) as an instructional method in the bachelor’s program. Transition to a PBL program often brings some difficulties for the teaching staff. To find out whether the implementation at the Erasmus School of Law has been successful, students and teachers were asked about their experiences with and perceptions of the PBL program. Both students and teachers reported positive study behaviors, such as regular studying and active involvement of students as a result of PBL. However, some issues also arose after implementing PBL: staff members reported dissatisfaction regarding the PBL program and students reported feelings of insufficient preparation for the legal profession. Recommendations on how to address these issues are discussed.

Recommended Citation

Wijnen, M. , Loyens, S. M. , Smeets, G. , Kroeze, M. J. , & Van der Molen, H. T. (2017). Students’ and Teachers’ Experiences With the Implementation of Problem-Based Learning at a University Law School. Interdisciplinary Journal of Problem-Based Learning, 11(2).
Available at: https://doi.org/10.7771/1541-5015.1681