Real-world problem-based learning: a case study evaluated

  • M R de Villiers
  • D R Queiros


This article describes and evaluates a case study of a postgraduate practical learning event in the Department of Tourism Management at the University of Pretoria. It involved a real-world situation and departed significantly from traditional learning, as it bridged the gap between theoretical class-learning and professional practice. The Hexa-C Metamodel is used as inquiry tool to evaluate the student project according to contemporary learning and instructional theories, using the criteria of Creativity, Collaborative learning, Customization, Components, Cognitive learning, and Constructivism. Background to the particular course is provided followed by a description of the context and scope of the project. This is followed by the research design and the findings of this qualitative evaluation. The article provides valuable insights into the value, challenges, and practicalities of designing and implementing real-world practical projects as part of the higher education learning experience.

(South African Journal of Higher Education: 2003 17 (1): 112-122)

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eISSN: 1011-3487