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Business Communication Quarterly
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"It Actually Made Me Think": Problem-Based Learning in the Business Communications Classroom

Michael Pennell

University of Rhode Island, mpennell{at}uri.edu

Libby Miles

University of Rhode Island, lmiles{at}uri.edu

We advocate for problem-based learning (PBL) as a rhetorical pedagogy for business communication. Briefly put, classic PBL inverts the typical instructional sequence; rather than presenting concepts first and then asking students to apply them, PBL creates situations in which students must learn the concepts in order to solve a "problem" constructed for that purpose. Thus, students learn in an iterative process as they cycle through the three key questions: "What do we know?" "What do we need to know?" and "How will we learn it?" We advocate emphasizing three key elements inherent in classic PBL: rhetoricity, locality, and change.

Key Words: problem-based learning • rhetorical pedagogy

This version was published on December 1, 2009

Business Communication Quarterly, Vol. 72, No. 4, 377-394 (2009)
DOI: 10.1177/1080569909349482
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