The Analysis of Problem-Based Learning for Adult Learners in Higher Institutions

Methods
Participants
The study was conducted on Kimyo international university students whose major was Tourism education. The students are second year students and they are approximately between 19-20 years . At the time of the study, they were at pre-intermediate level. For the research, 10 learners selected oit of 20 . In order to increase their vocabulary skill the teacher of that group was constituted beforehand, and some handouts, books were obtained. The rationale is that increasing exercises according to the vocabulary skill in the class , and the purpose of the study was to focus on increase their level to intermediate level. All subjects were Russian students, whose first language was Russian language. The duration and the teaching process was 1 month.
Integration of Problem-based learning tasks in teaching
Second course of Tourism education group on Kimyo international university was observed. After reviewing the coursebook , it was noticed thar there are so many examples and exercises for Problem-based learning method. As an evidence, according to unrelr.com site one example of Problem-based learning for tourism group learners might be an activity on environmental pollution from geography subject. Students might be asked to research various types of pollution, create a presentation about their findings, find a video according to thus topic , and then design an action plan for reducing pollution in their community. Tashkent is also one of the dirty air cities in the list. As a clear exercise, students were given to write their solutions , as an essay on the topic " How to solve air pollution" using from Problem-based learning techniques as an individual activity. Then for students will be given only two another topics for two groups. Teacher will divide them into two groups. For first group will be given the global warming problem. For the second group how eating healthy always? Both groups should find 10 solutions for their own topic. At the end, students were given a questionnaire to find out which task was more fascinating than another one . The writing output was obtained and students' writings were analyzed .