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Problem based learning (PBL) in poli...

Lettic, Stephen.

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Problem based learning (PBL) in police training: An evaluation of the recruit experience.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Problem based learning (PBL) in police training: An evaluation of the recruit experience./
Author:	Lettic, Stephen.
Description:	135 p.
Notes:	Source: Dissertation Abstracts International, Volume: 77-04(E), Section: A.
Contained By:	Dissertation Abstracts International77-04A(E).
Subject:	Instructional design. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3735149
ISBN:	9781339239583

Problem based learning (PBL) in police training: An evaluation of the recruit experience.
Lettic, Stephen.

Problem based learning (PBL) in police training: An evaluation of the recruit experience. - 135 p.

Source: Dissertation Abstracts International, Volume: 77-04(E), Section: A.

Thesis (Ph.D.)--Capella University, 2015.

The training of law enforcement personnel has followed the traditional block-didactic format (i.e., pedagogical passive transfer of knowledge from teacher to student) since formal training was conducted in the early 1940s in the United States. This same model was replicated and used in several parts of the world to include Southern and South East East Asia. Research has shown that this traditional training was instructor-led and placed emphasis on memorization rather than problem-solving skills. Consequently, the traditional pedagogy of law enforcement training has not evolved to address the reality of today's complicated society and demands placed upon law enforcement to solve problems rather than "just answer calls for service" by the public. To address this shortcoming, Problem Based Learning (PBL) has been identified as a potential solution that can increase critical thinking and knowledge retention of police recruits as well as to be culturally adroit as to be effective in any geographic setting. This paper explored the results found when examining the recruit experience during the delivery of courses in three countries, the United States, Southern Asia and Southeast Asia, using PBL as a primary delivery method. Observations of the classroom experience in these countries and descriptions and comparisons of the learning environments are presented, as well as analysis of student experience, identifying achievements, and barriers implementing the constructivist philosophy of training through PBL. Results showed a positive experience in the Southern and South East Asian countries and neutral to negative satisfaction in the United States. Findings also include the need for instructor screening and training, preparation, constant feedback, and content reinforcement. This illuminating study will help curriculum developers and administrators improve PBL process and principles in the development of more competent and knowledgeable law enforcement personnel.

ISBN: 9781339239583Subjects--Topical Terms:

3172279
Instructional design.

Problem based learning (PBL) in police training: An evaluation of the recruit experience.
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245 1 0 $a Problem based learning (PBL) in police training: An evaluation of the recruit experience.
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500 $a Source: Dissertation Abstracts International, Volume: 77-04(E), Section: A.
500 $a Adviser: Nathan Moran.
502 $a Thesis (Ph.D.)--Capella University, 2015.
520 $a The training of law enforcement personnel has followed the traditional block-didactic format (i.e., pedagogical passive transfer of knowledge from teacher to student) since formal training was conducted in the early 1940s in the United States. This same model was replicated and used in several parts of the world to include Southern and South East East Asia. Research has shown that this traditional training was instructor-led and placed emphasis on memorization rather than problem-solving skills. Consequently, the traditional pedagogy of law enforcement training has not evolved to address the reality of today's complicated society and demands placed upon law enforcement to solve problems rather than "just answer calls for service" by the public. To address this shortcoming, Problem Based Learning (PBL) has been identified as a potential solution that can increase critical thinking and knowledge retention of police recruits as well as to be culturally adroit as to be effective in any geographic setting. This paper explored the results found when examining the recruit experience during the delivery of courses in three countries, the United States, Southern Asia and Southeast Asia, using PBL as a primary delivery method. Observations of the classroom experience in these countries and descriptions and comparisons of the learning environments are presented, as well as analysis of student experience, identifying achievements, and barriers implementing the constructivist philosophy of training through PBL. Results showed a positive experience in the Southern and South East Asian countries and neutral to negative satisfaction in the United States. Findings also include the need for instructor screening and training, preparation, constant feedback, and content reinforcement. This illuminating study will help curriculum developers and administrators improve PBL process and principles in the development of more competent and knowledgeable law enforcement personnel.
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