One of the best techniques of teaching students is posing a solvable challenge to learners and encouraging them to find solutions for the problems (Savery, 2015). This helps them take control of the learning experience and develop problem solving as well as critical and creative thinking skills. They are also in a position to reason and argue about the best ideas to solve the issues at hand. It also prepares them for lifes challenges where they identify solutions to problems they encounter in any situation. Problem-based learning approach used in an online executive training for a designer class is appropriate, as the students will take control of their learning process. This class will offer a continuous learning experience for the learners as they gain knowledge. The problem-based approach will influence the analysis and design decisions for the online environment and unit by presenting complex and simple tasks for the executives (Stoecker, 2012). At the beginning of the training session, simple tasks and choices will be available for the learners and as they advance to other levels, they will be in a position to handle activities that are more complex. At the introduction stage, leaners will work alone as they get a chance to lay a foundation of the knowledge they acquire. However, with time, they might form groups and work in them as they advance in problem solving skills (Blomquist et al., 2010). Since the lessons are offered online, students are in a position to access the platform at any time during the training period. They will also access designs that other students have handled in the past as they revise. It will help increase their research skills on the platform and learn from others.
Analysis of tasks presented to students using the problem-based approach will take place using the online platform. The trainer will be online all the time as students can engage with them any time they need some clarification. In addition, it helps create confidence in the minds of students about the availability of their tutor (Savery, 2015). Trainees can also access different designs for analysis and save them on their computers. During their free time, they can perform a deeper analysis on the images while posting their discussions and perceptions of what they think. This will take place in an online platform where trainees can access the public discussion unit. Further, assignments will be uploaded periodically during the training period. One has to complete one task before they head to the next (Stoecker, 2012). It will help encourage success at every level where those who fail at the first trial will have four more chances left to sharpen their skills.
This approach will work with executives since it is an online class. They can access it at any time they get free minutes on their schedules (Blomquist et al., 2010). Further, being an online platform means that the executive is in control of their progress in learning. It will take their dedication, commitment, and willingness to complete the tasks presented to them. Proper management of their time will enable them complete the training on time. However, this approach might fail if the executives are unwilling to free up their time for the projects. This may make them take longer than expected or miss the goal of problem-based approach on a design class.
Blomquist, T., Hallgren, M., Nilsson, A., & Soderholm, A. (2010). Projectaspractice: In search of project management research that matters. Project Management Journal, 41(1), 5-16.
Savery, J. R. (2015). Overview of problem-based learning: Definitions and distinctions. Essential readings in problem-based learning: Exploring and extending the legacy of Howard S. Barrows, 9, 5-15.
Stoecker, R. (2012). Research methods for community change: A project-based approach. Sage publications.
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