Assessing the instructional effectiveness of problem-based management education in Thailand: A longitudinal evaluation
利用泰国一所商学院七年的学生评价数据，比较问题导向学习课程与传统课程的教学效果，发现学生认为PBL能营造更主动、投入的课堂环境，有助于将理论应用于实践。
Problem-based learning (PBL) has attracted increased interest in higher education due to claims that it provides a more active and productive learning environment.Yet, to date, most empirical research on the instructional effectiveness of PBL has been conducted in medical education. This article examines the instructional effectiveness of a problem-based curriculum at a business school in Thailand. The quasi-experimental study draws on seven years of student evaluation data to compare the instructional effectiveness of courses offered in a PBL track with other courses taught in the college. The results suggest that students perceived PBL as an effective approach to learning. PBL courses fostered a more active, engaging classroom environment that helped graduate management students understand how to apply theory to practice. The findings offer initial empirical support for the use of PBL in management education and counter the belief that Asian students are not responsive to learner centred approaches to education.