Boud, D. and Feletti, G.I. (1997) Changing Problem Based Learning. Introduction to the Second Edition. In: Boud, D. and Felleti, G.I., Eds., The Challenge of Problembase Learning, 2nd Edition, Kogan Page, London, 114.

has been cited by the following article:

• TITLE: Perception of Non-Law Students on the Combined Lecture- and Problem-Based Learning Approaches

  AUTHORS: J. K. L. Poon, Mimmy M. C. Kong

  KEYWORDS: Problem Based Learning, Lecture Based Learning, Learning Law, Higher Education

  JOURNAL NAME: Open Journal of Social Sciences, Vol.2 No.5, May 12, 2014

  ABSTRACT: To fulfill the accreditation requirements of professional organizations, business law is commonly included in the business programs in higher education. However, business students, particularly at the sub-degree level, are often challenged to study law. The literature suggests that a combination of lecture-based learning (LBL) and problem-based learning (PBL) approaches can enhance student learning and outcomes. This study evaluates the perceptions of accounting and business majors on the effectiveness of these combined teaching modes in studying business law. Survey data were collected from 262 respondents who enrolled and studied business law with this dual teaching mode during the academic year 2012–2013. Findings reveal that under this approach of learning, students are motivated and more engaged. They benefit from group dynamics, including collaborative and peer learning, social interaction, teamwork, task allocation, and confidence building. Overall, students are satisfied with this teaching mode.