Problem-based Learning

Problem-based learning (PBL) is a form of experiential learning. It encourages hands-on, active learning through the investigation and resolution of real-world problems. In this student-centered method, students are given messy, ill-structured, complex real world problems for learners to solve. The learners study the problem and investigate ways to find solutions to these real world problems. Learning is active and students are deeply involved in their own learning.

For example, a real world problem could involve students pitching ideas and creating their own plans to make their school a traffic free zone, or encouraging people to make environmentally friendly decisions. Students could work on their own or in a group to plan, conceptualize, design, develop and present their solutions to their classmates or members of the community.

PBL makes learning real, relevant and meaningful to learners as they are intrinsically motivated to solve problems that are similar to the real world problems. Besides developing problem solving skills, Larson (2011) claims, PBL helps develop a range of other attributes such as social skills, communication skills, critical thinking, team work and real-life skills.

The following infographics summarize problem-based learning.

2. What is problem-based learning?

2.1 Definition

Problem-based learning (PBL), as a student-centered approach, is designed to facilitate collaborative learning and to encourage deep learning among students (Hack, McKillop, Sweetman, & McCormack, 2015). To John Dewey, PBL is based on progressivism as it gives students an opportunity to solve problems by engaging them in real-world problems (Dolmans, De Grave, Wolfhagen, & Van Der Vleuten, 2005). They further add that PBL is based on four modern insights into learning: constructive, self-directed, collaborative and contextual.

2.2 Key concepts

The key concepts in problem-based learning are the following:

Problems serve are a stimulus for activity, which means that they are utilized as a way to develop the skills required to solve them.
Authentic, ill-structured problems with unclear descriptions and more than one possible solution and solution path (Jonassen, 2000) can be used for PBL.
Students work in small groups to define the problem, to understand the problem, to determine an appropriate solution, and to determine their solution on the basis of evidential support (Belland, Glazewski, & Richardson, 2008, as cited in Belland, 2012).
A well-designed PBL project provides seeks to develop skills related to: working in teams, managing projects and holding leadership roles, oral and written communication, self-awareness and evaluation of group processes, working independently, critical thinking and analysis, self-directed learning, researching and information literacy and problem solving across disciplines (Nilson, 2010).

2.3 Advantages

Problem-based learning has been found to be equally effective in both classroom based and web based learning. At least one study concludes that students’ attitudes and success levels in the problem-based online learning environment were higher than those in problem-based face-to-face learning environments (Gürsul & Keser, 2009).

In addition to acquisition and retention of course content, PBL can promote the development of critical thinking skills, problem-solving abilities, and communication skills. It can also provide opportunities for working in groups, finding and evaluating research materials, and life-long learning (Duch et al, 2001; Barell, 2007)). In their meta-analysis research, Strobel and Barneveld (2009) state that problem-based learning is more effective than traditional approaches in terms of long-term retention of knowledge and skills.

2.4 Criticisms

One common criticisms of PBL is that learners may sometimes be completely unaware what is important and worth learning about, particularly when learners lack prior experience about the learning content. Therefore, instructors need to consider learners' prior knowledge while implementing PBL. Another criticism is that PBL is time consuming compared to conventional teaching approach. PBL approach requires a lot of planning and some instructors may not want to relinquish control of a classroom. However, Dolmans et al (2005) argue that poor implementation of PBL is usually a source of problem, not the PBL itself.

PBL can be very challenging to implement, as it requires a lot of planning and hard work for the teacher. It can be difficult at first for the teacher to adapt to the new role of a facilitator, encouraging the students to ask the right questions rather than handing them solutions. Belland (2012) notes that, central to teachers’ abilities to implement PBL is their ability to provide scaffolding, and their past experience, and resulting habitus, may interfere with the process. Nevertheless, in Sanson and Lynagh (2005) study, they recognize that students have found PBL provides a more satisfying learning experience than traditional methods and while such an outcome is desirable, it is substantively less than the original promise of the approach.

2.5 References

Barell, J. (2007). Problem-based learning and inquiry approach. California: Corwin Press.

Belland, B. R. (2012). Habitus, Scaffolding, and Problem-Based Learning: Why Teachers’ Experiences as Students Matter. In S. B. Fee & B. R. Belland (Eds.), The Role of Criticism in Understanding Problem Solving: Honoring the Work of John C. Belland (pp. 87–100). Springer New York. https://doi.org/10.1007/978-1-4614-3540-2_7

Dolmans, D. H., Grave, W., Wolfhagen I., & Vleuten, C. (2005). Problem-based learning: future challenges for educational practice and research. Medical Education, 39, 732–741.

Duch, B. J., Groh, S. E, & Allen, D. E. (Eds.). (2001). The power of problem-based learning. Sterling, VA: Stylus.

Gürsul, F., & Keser, H. (2009). The effects of online and face to face problem based learning environments in mathematics education on student's academic achievement. Procedia-Social and Behavioral Sciences, 1(1), 2817-2824.

Hack, C., McKillop, A., Sweetman, S., & McCormack, J. (January 01, 2015). An evaluation of resource development and dissemination activities designed to promote problem-based learning at the University of Ulster. Innovations in Education and Teaching International, 52, 2, 218-228.

Jonassen, D. H. (2000). Toward a design theory of problem solving. Educational Technology Research and Development, 48(4), 63–85.

Nilson, L. B. (2010). Teaching at its best: A research-based resource for college instructors (2nd ed.).  San Francisco, CA: Jossey-Bass.

Sanson-Fisher, R. W., & Lynagh, M. C. (2005). Problem-based learning: A dissemination success story? Medical Education, 183(5), 3.

3. Problem-based learning in action

This video shows a group of learners engaged in problem based learning,

This video shows how PBL approach can be enacted in educational settings.

Four South-Australian schools embrace problem-based learning in their schools.

4. How I embed problem-based learning in my practice

4.1 On-site learning

PBL is an effective way to engage learners in hands-on, problem-based learning that promotes communication skills, critical thinking and cross-curricular learning.

I can use this piece of news about Climate Change Conference that is taking place this week: https://www.cbc.ca/news/world/glasgow-cop26-climate-summit-opens-1.6231973 This piece of news will be interesting and topical for learners.

Problem-Based Learning with a news article "Climate Change Conference"

Introduce your learners to the news _Climate Change Conference begins_. https://www.cbc.ca/news/world/glasgow-cop26-climate-summit-opens-1.6231973Then, walk them through the following steps:

1. Define a problem:

Climate change activists and anyone worried about climate change need to make their voices heard in this conference.

2. Identify what is needed to solve the problem:

Those who are worried about climate change need to send their messages strongly during the conference. This is an excellent opportunity to get their voices heard. Media from around the world will be reporting this event attended by leaders from around the world.

3. Brainstorm solutions

Students break into groups and choose different mediums they can use to get their messages across :such as sit-ins, walkouts, strikes, rally, posters, podcasts, YouTube video, costumes, etc.

4. Create and test the best solution:

Students research, produce, and discuss the relative benefits and challenges of each of the medium. In their groups they try out which of these can be most impactful and why.

5. Evaluate results:

Students collaborate as a team to figure out what changes need to be made to make their messages stronger. They could combine different mediums or incorporate successful components from others. Students will need to present arguments as to why they prefer certain medium and use evidence to support their claims.

6. Improve the solution:

They then make any necessary revisions to their creation.

7. Share results:

At the end of unit, students share their work among a group of audience that involve community members, city council representatives and local leaders.

4.2 Web-based learning

PBL is an effective way to engage learners of all ages in hands-on, problem-based learning that promotes communication skills, critical thinking and cross-curricular learning.

Context: Learners are spread around the world and can only interact and work remotely, this imposes restrictions in their choice of medium and the way they share their work.

Problem-Based Learning with a news article "Climate Change Conference"

Introduce these adult learners to the news _Climate Change Conference begins_https://www.cbc.ca/news/world/glasgow-cop26-climate-summit-opens-1.6231973. Then, walk them through the following steps:

1. Define a problem:

Climate change activists and anyone worried about climate change need to get the world leaders to take action.

2. Identify what is needed to solve the problem:

Those who are worried about climate change need to employ several strategies to get their message across during the conference. This is an excellent opportunity to get their voices heard. World media will be reporting this event attended by delegates from around the world.

3. Brainstorm solutions

Students break into groups and choose different mediums they can use to get their messages across : Twitter and social media campaigns, petitions, podcasts, YouTube video, costumes, talk show, etc.

4. Create and test the best solution:

Students research, produce, and discuss the relative benefits and challenges of each of the medium. In their groups they try out which of these can be most impactful and why.

5. Evaluate results:

6. Improve the solution:

They then make any necessary adaptations and revisions to their creation based on peer/instructor feedback.

7. Share results:

At the end of unit, students share their work using video conferencing tools with a group of invited audience of community members, city council representatives and local leaders.

5. Tools and technologies that facilitate problem-based learning

5.1 Software: Padlet

Padlet promotes discussion, collaboration and cooperation amongst students. Students can record and review their ideas; both of these are necessary in a problem-based learning approach.

5.2 PBL classroom tools and resources

This link https://www.itue.udel.edu/resources/pbl-resources provides excellent resources and inspiring ideas for educators.

5.3 Print content: Real-world Problems

This newspaper https://www.firstnews.co.uk/ provides kid-friendly news articles for children. First News is an award-winning national UK newspaper for children, read at home or in school, with 2.2 million readers every week. Educators can use real-world news story and problems to solve in their problem-based learning learning model.

6. Additional resources

The following curated list provides useful resources to practitioners and researchers of problem-based learning.

6.1 Multimedia

The video discusses principles of PBL and shows how this looks in practice.

The video discusses PBL approach and provides examples.

The video shows how PBL approach can support onsite and blended learning.

6.2 Print materials

Barell, J. (2007). Problem-based learning: An inquiry approach. Thousand Oaks: Corwin Press. [The book provides an easy to follow outline of PBL approach.]

Barrows, H. S., & Wee, K. N. L. (2010). Principles & practice of aPBL. [ The book is useful for professionals in any field.]

Duch, B. J., Groh, S. E, & Allen, D. E. (Eds.). (2001). The power of problem-based learning. Sterling, VA: Stylus. [The book provides answers to practical questions to help practitioners implement PBL in their practice. The case studies from a variety of disciplines― including biochemistry, pre-law, physics, nursing, chemistry, political science and teacher education― provide examples of practice.

Mennin, S., Schwartz, P., & Webb, G. (2012). Problem-based learning: Case studies, experience and practice edited by Peter Schwartz, Stewart Mennin and Graham Webb. London: Kogan Page. [The book provides real life use cases and experience of educators who have used PBL approach.]

6.3 Digital content

https://www.facultyfocus.com/articles/course-design-ideas/problem-based-learning-six-steps-to-design-implement-and-assess/ This link provides different steps involved in implementing a problem-based learning approach

https://citl.illinois.edu/citl-101/teaching-learning/resources/teaching-strategies/problem-based-learning-(pbl)

https://www.itue.udel.edu/resources/pbl-resources This link provides some sample resources that can be adapted for PBL approach.

http://www.cotf.edu/ete/pbl.html A succinct overview of different steps of PBL approach.

https://educationaltechnology.net/problem-based-learning-pbl/ A comprehensive overview of PBL approach.

https://opentext.wsu.edu/tchlrn445/chapter/chapter-6-supporting-student-problem-solving/ Besides providing an overview of PBL approach, the site provides useful tips to support students in a PBL approach.

https://teachingcommons.unt.edu/teaching-essentials/engaged-learning/problem-based-learning-vs-project-based-learning#:~:text=Problem%2Dbased%20learning%20involves%20critical,artifact%20that%20addresses%20the%20problem. This link provides excellent overview of the difference between problem-based learning and its closest cousin project-based learning.

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