Learn together to think independently
At EUC, education is approached through small-scale, interactive, and empowering learning environments. Students work in groups of 12 to 15, guided by a tutor, actively engaging, and contributing to the learning process.
Problem-Based Learning (PBL): Putting Students at the Centre
Most of the first-year courses and some in year two and three follow a method of active learning called Problem Based Learning (PBL). In PBL sessions, students are presented with a real-world problem that they discuss and analyse together as a group. Through this analysis, they formulate research questions to explore in a self-study and report own findings in subsequent meetings.
Active Learning and Collaboration
In addition to PBL, EUC offers other active, small-scale learning methods such as project-based learning and case studies. These approaches aim to strengthen the active learning environment, foster collaboration among students, and empower them to take ownership of their learning journey.
Through the student-centred approach and active learning methods like PBL, EUC prepares students to thrive in today's complex world.
Introduction to Problem Based Learning
- Clarify the concepts and unfamiliar terms
Problem definition - define important questions that arise. What are the phenomena that need explaining here?
Brainstorm - produce initial hypotheses to answer the problem definition
Problem analysis - systematically organise and elaborate on the hypotheses
Define learning issues - define what you want to study based on questions left open after the discussion
Self-study in the study landscape or at home to prepare for the next PBL meeting
Reporting phase - present, debate and elaborate on your findings
The first five steps are part of the discussion phase in which the problem is tentatively analysed and discussed by the students in the tutorial session. This tentative analysis will lead to a tentative explanation and/or to questions about issues that are yet not understood or which need clarification.
These questions (i.e. the learning issues) will be used by the students as their objectives for self-study. In the period that elapses until the next tutorial session students search for relevant literature and other resources that could answer their questions. After studying these resources, the students prepare themselves to report their findings.
Following this self-study phase, in the next tutorial session, the students report back to each other, sharing what they have learned and which resources are used, and discussing and synthesising the findings of the different resources.
During the entire seven-step method, the tutor will facilitate the discussions of the students and their elaboration on the subject at hand, guiding them in fulfilling their respective roles as either chair, scribe, or group member in a tutorial session, and finally ensure that the learning issues will support the students in their self-study phase.
