"It actually made me think": Problem-based learning in the business communications classroom

Michael Pennell, Libby Miles

Research output: Contribution to journalArticlepeer-review

21 Scopus citations

Abstract

We advocate for problem-based learning (PBL) as a rhetorical pedagogy for business communication. Briefly put, classic PBL inverts the typical instructional sequence; rather than presenting concepts first and then asking students to apply them, PBL creates situations in which students must learn the concepts in order to solve a "problem" constructed for that purpose. Thus, students learn in an iterative process as they cycle through the three key questions: "What do we know?" "What do we need to know?" and "How will we learn it?" We advocate emphasizing three key elements inherent in classic PBL: rhetoricity, locality, and change.

Original languageEnglish
Pages (from-to)377-394
Number of pages18
JournalBusiness Communication Quarterly
Volume72
Issue number4
DOIs
StatePublished - Dec 2009

Keywords

  • Problem-based learning
  • Rhetorical pedagogy

ASJC Scopus subject areas

  • Business and International Management
  • Business, Management and Accounting (miscellaneous)
  • Arts and Humanities (miscellaneous)
  • Economics, Econometrics and Finance (miscellaneous)

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