Performance of the Seven-step Procedure in Problem-based Hospitality Management Education

The study focuses on the seven-step procedure (SSP) in problem-based learning (PBL). The way students apply the seven-step procedure will help us understand how students work in a problem-based learning curriculum. So far, little is known about how students rate the performance and importance of the different steps, the amount of time they spend on each step and the perceived quality of execution of the procedure. A survey was administered to a sample of 101 students enrolled in a problem-based hospitality management program. Results show that students consider step 6 (Collect additional information outside the group) to be most important. The highest performance-rating is for step two (Define the problem) and the lowest for step four (Draw a systemic inventory of explanations from step three). Step seven is classified as low in performance and high in importance implicating urgent attention. The average amount of time spent on the seven steps is 133 minutes with the largest part of the time spent on self-study outside the group (42 minutes). The assessment of the execution of a set of specific guidelines (the Blue Card) did not completely match with the overall performance ratings for the seven steps. The SSP could be improved by reducing the number of steps and incorporating more attention to group dynamics.

本研究聚焦于基于问题学习（Problem-Based Learning, PBL）中的七步流程（Seven-Step Procedure, SSP）。学生对该七步流程的应用方式，有助于我们理解学生在基于问题学习课程中的学习实践模式。截至目前，学界对于学生如何评价各流程步骤的表现与重要性、各步骤耗时，以及对该流程执行质量的主观感知，仍缺乏足够了解。本研究面向101名修读基于问题学习的酒店管理专业课程的学生样本开展了问卷调查。研究结果显示，学生认为第六步（小组外收集额外信息，Collect additional information outside the group）的重要性最高。学生对第二步（明确问题，Define the problem）的表现评分最高，对第四步（基于第三步系统性梳理各类解释，Draw a systemic inventory of explanations from step three）的表现评分最低。第七步的表现评分较低但重要性较高，这意味着亟需对其加以关注改进。学生完成七步流程的平均耗时为133分钟，其中耗时最长的环节为小组外自主学习（42分钟）。针对一套特定指南（蓝卡，Blue Card）执行情况的评估结果，与七步流程的整体表现评分并不完全契合。可通过精简流程步骤数量、强化对小组动态互动（group dynamics）的关注，对该七步流程进行优化改进。