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Constructivist theories of learning describe learning as an active process in which learners construct new ideas or concepts based upon their past knowledge or experiences. This makes problem-based learning very attractive compared with traditional medium / large group lectures, which are thought to encourage passive assimilation of knowledge. Prob- lem based learning can however be labor intensive for faculty particularly with medium / large student bodies. This article explores the practicality of a pedagogic application of the constructivist theory of learning, which can be applied to a me- dium / large body of students in a traditional lecture called the contextual learning model. Students found the sessions en- joyable and interactive and thought the sessions stimulated their thinking, introduced new material and facilitated the far transfer of knowledge.

A Constructivist Strategy for Medium/Large Student Groups- The Contextual Learning Model