The Process Control and Dynamics course in the undergraduate Chemical Engineering programme at Universiti Teknologi Malaysia underwent a gradual change in the way it was taught since 2002, by incorporating Cooperative Learning (CL), Problem-based Learning (PBL) and finally Cooperative Problem-based Learning (CPBL). CPBL is the integration of CL principles into the PBL cycle to support the implementation of PBL in a typical class setting, where students are gathered in small groups of three to five in a medium class size of up to sixty students for one floating facilitator. Currently, more than 90% of the course is covered using CPBL with four problems. To ensure coverage of the course syllabus using the problems, and the necessary support for attaining outcomes using CPBL throughout the semester, proper planning must be made ahead of time. This paper explains how to plan the time frame for the problems within a semester consisting of fourteen weeks. Planning is necessary so that a suitable length of time can be allotted to ensure that students can go through the CPBL cycle for each problem, while allowing for scaffolding activities needed to support students to learn. Efforts to innovate the teaching of the course have positive impacts towards students. Research conducted on the implementation of CPBL showed that there was significant increases in students' motivation towards learning the course, as well as their learning strategies and team-based problem solving skills
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