Limitations of the model While problem-based learning offers considerable flexibility when applied to the aims and objectives of journalism education, there are obstacles to its successful implementation. For a start the teacher is a facilitator, which may be uncomfortable for academics used to controlling the flow of information. Korenman Shipp(1994) suggest that teachers are most effective when they stimulate dialogue among learners rather than lecture and permit self-discovery rather than impose their expertise. Using this model the teacher encourages acceptance of uncertainty and reflection and refers students to additional reading material and learning opportunities instead of providing answers. If the teacher assumes these roles. the students become more engaged and less inclined to fear“w answer However, students do not always respond well to being accountable for their learning, especially if they take a"how-to"approach, which relies on them learning to follow a series of definitive steps But overall, student evaluation of learning materials based on this model over five years suggests that students find it stimulating and engaging. In particular students applaud peer evaluation and report that the process of evaluating others also helps their own writing and confidence. Where their sense of efficacy has been tested, their responses indicate a statistically significant increase in their ability to respond appropriately in complex contexts( Sheridan Burns Hazell 1998: 70) Successful application of the model also depends on adequate preparation. "Problems"must be carefully thought through to maximise the opportunity to raise contextual issues. Students need a clear framework in which to work, especially while they are developing confidence in their elf-directed learning skills. This is particularly significant when they are introduced to self and peer evaluation Conclusion The development of this model, described at the start of this article, was inspired by perceive inadequacies, so it is also evaluated against these criteria. The focus on active learning in this model is a response to concerns about limited student engagement with course material and partly satisfies the desire to make coursework more like practice. By focusing on the intellectual processes used by journalists, students understand the broader implications and applications of their learning. The approach to active learning is based on the hypothesis that passive student conduct is a reflection of a teacher-centred approach. Because the model approach allows for more than one"right"answer. it reduces the usefulness of students waiting to be told what to do next And by ensuring that every class required some activity, students no longer required a break during a class, as the time was broken up into sections. The use of readings with attached activity also partially resolved the issue of ensuring students engaged with written material. In order to understand what is required of them to complete the activity, the student must engage with the readings, but there is no emphasis on being able to recount the readings undertake a"real world"task, students must go beyond knowing theory to being able to use it to act appropriately. More than this, they must also become competent in articulating their thinking and reflecting on their own performance. These are life-long learning skills, somewhat satisfying the concern that there is no opportunity to learn the traditional academic way after graduationLimitations of the model While problem-based learning offers considerable flexibility when applied to the aims and objectives of journalism education, there are obstacles to its successful implementation. For a start, the teacher is a facilitator, which may be uncomfortable for academics used to controlling the flow of information. Korenman & Shipp (1994) suggest that teachers are most effective when they stimulate dialogue among learners rather than lecture and permit self-discovery rather than impose their expertise. Using this model the teacher encourages acceptance of uncertainty and reflection and refers students to additional reading material and learning opportunities instead of providing answers. If the teacher assumes these roles, the students become more engaged and less inclined to fear “wrong” answer. However, students do not always respond well to being accountable for their learning, especially if they take a “how-to” approach, which relies on them learning to follow a series of definitive steps. But overall, student evaluation of learning materials based on this model over five years suggests that students find it stimulating and engaging. In particular students applaud peer evaluation and report that the process of evaluating others also helps their own writing and confidence. Where their sense of efficacy has been tested, their responses indicate a statistically significant increase in their ability to respond appropriately in complex contexts (Sheridan Burns & Hazell 1998:70). Successful application of the model also depends on adequate preparation. “Problems” must be carefully thought through to maximise the opportunity to raise contextual issues. Students need a clear framework in which to work, especially while they are developing confidence in their self-directed learning skills. This is particularly significant when they are introduced to self and peer evaluation. Conclusion The development of this model, described at the start of this article, was inspired by perceived inadequacies, so it is also evaluated against these criteria. The focus on active learning in this model is a response to concerns about limited student engagement with course material and it partly satisfies the desire to make coursework more like practice. By focusing on the intellectual processes used by journalists, students understand the broader implications and applications of their learning. The approach to active learning is based on the hypothesis that passive student conduct is a reflection of a teacher-centred approach. Because the model approach allows for more than one “right” answer, it reduces the usefulness of students waiting to be told what to do next. And by ensuring that every class required some activity, students no longer required a break during a class, as the time was broken up into sections. The use of readings with attached activity also partially resolved the issue of ensuring students engaged with written material. In order to understand what is required of them to complete the activity, the student must engage with the readings, but there is no emphasis on being able to recount the readings. By having students undertake a “real world” task, students must go beyond knowing theory to being able to use it to act appropriately. More than this, they must also become competent in articulating their thinking and reflecting on their own performance. These are life-long learning skills, somewhat satisfying the concern that there is no opportunity to learn the traditional academic way after graduation