Models of Learning: Problem-Based Learning
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Overview
In problem-based learning (PBL), students learn through researching a specific problem or issue, typically in groups of 8-10. What marks out PBL from other active learning approaches, however, is that the students themselves define the nature of the problem and their research question on the basis of a trigger, or stimulus, provided by the teacher. The students then explore the problem, "working in self-directed groups [through] the juxtaposition of individual and collective analytical work, combining team-based exploration and synthesis with individual research and analysis" (David Mills).
Although the problem may not have a "right" answer, it should nevertheless be possible to assess the outcome of a PBL exercise, both individual and collaborative. After they have reached a solution, students reflect on what they have learned and identify any gaps in their understanding that need to be filled.
PBL is thus a form of self-directed learning, in which the teacher is confined to the role of facilitator, provider of resources (or indicating where these might be found) and monitor, ensuring that each group defines an appropriate research question and is tackling the problem efficiently and effectively. In some quarters, the introduction of PBL has been criticised as a way to cut costs by reducing the teacher's involvement. Nevertheless, when implemented in a supportive manner, it can promote active, reflective and collaborative learning by students and thereby equip them with valuable skills in their future professional lives.
The traditional domain of PBL is medicine and healthcare; nevertheless, it is now spreading to other disciplines such as architecture, English, languages, law and maths.
Key characteristics of PBL
- A PBL exercise should aim to develop effective skills in problem-solving, independent learning and group work. (However, the development of subject knowledge should not be overlooked)
- The problem should be a real-world problem, or be based on one.
- The problem must be ill-structured: i.e. without a clear-cut single solution, or an obvious logical route to that solution.
- The trigger relates to the subject area that the teacher wants the students to explore. It may take the form of a question, quotation, set of data, short movie, newspaper article or even a concrete object.
- Students should be able to bring to bear their pre-existing knowledge (both academic and informal) in the initial stages of the problem.
- Students must have responsibility for their own learning. This may necessitate a change of perspective on the part of both teacher and students, especially if they are used to a more teacher-directed approach.
- Solving the problem may require students to integrate their knowledge from a number of other subjects in addition to the subject in which the PBL is taking place.
- Reflection is integral to the PBL process.
- Students must be able to re-apply their learning to future, similar, problems.
(Derived in part from the PBLI Website)
Variants of PBL
- Case-based learning: Learners develop their own conceptions of a subject area through exploring exemplary cases.
- Anchored instruction: This is a less open-ended form of problem-based learning which revolves around a pre-prepared "anchor": typically a video, story or narrative case study. The anchor is crucial to the process, and is typically produced by instructional design team as part of a teaching pack.
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Guidelines for planning a PBL exercise
- Decide on the intended learning outcomes, assessment criteria and assessment methods (individual and/or collective).
- Choose a tightly focused trigger: an appropriate issue or ill-structured problem (i.e. one without a single "correct" solution or a pre-defined path to its solution).
- Design or choose a learning environment that supports exploration.
- Consider how you will support the students, especially if they are new to PBL. Some may feel threatened by such open-ended problem-solving.
- Think how you will promote reflection and the integration of ideas.
- Think how you will coach and model appropriate thinking and communication skills in the students.
- (optional) Find/produce basic resources, especially if students are new to PBL.
- (optional) Allocate groups and/or roles.
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Generic sequence of activities
+ denotes activities which take place concurrently.
| 1. Trigger | ||
| Teacher: | Provide students with trigger or, if students are unfamiliar with PBL, a pre-defined research problem. |
| 2. Self-directed study | ||
| Students: | Brainstorm initial responses to the trigger; Discuss possible research topics; Define problem in more depth, incl. formulate research question and hypothesis; Identify possible research tasks. | |
| + | Students: | Research the problem area e.g. through literature review, observation, interviews. |
| + | Teacher: | Promote collaboration; "guide [students] in their work with the problem as they develop problem-solving skills, identify what they need to learn and develop self-directed learning skills" (PBLI). |
| 3. Applying new learning to the original problem | ||
| Students: | Share the knowledge gathered; review the research question and hypothesis in the light of this new knowledge; reflect on its impact on their understanding of the problem. |
| 4. Analysis and reflection | ||
| Students: | Identify any gaps in their understanding of the problem; consider the newly acquired skills, knowledge and understanding a) relates to problems previously encountered and b) might be applicable to problems in the future. |
| 5. Self-assessment, peer assessment | ||
| Students: | Assess their own learning and that of their peers (e.g. through reflective journals, e-portfolios, discussion (F2F or online). |
| 6. Formal assessment i.e. students' final state of understanding | ||
| Teacher: | Describe/explain the assessment activity | |
| Students: | Carry out the assessment activity; e.g. presentation, essay, report, assignment, record of process capture (e.g. records of participation in activities, logs or journals of work in progress). | |
| Teacher: | Provide feedback. |
(Synthesised from the overviews of PBL by David Mills and the PBLI Website.)
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Examples and case studies
- For an example of online PBL in medicine, see Jones et al. (2006), Virtual Clinics: online places for problem-based learning, ALT Online Newsletter, Issue 2.
- A case study on facilitating PBL using IMS LD for computing from Liverpool Hope University.
- The "Solve problems" case study on the JISC Effective Practice case studies page provides an example from the University of Central England.
- The Problem-Based learning directory at the University of Brighton includes an extensive database of case studies in PBL, gathered in questionnaire format. The case studies include information on course structure, the length of individual PBL sessions and methods of assessment. As of January 2008 the database covered over 100 courses in institutions from more than 30 countries.
- Two learning designs from the outputs of the D4L Programme use PBL.
If you are considering moving from your current approach to PBL, you may be interested in the following online case studies on the Website of the Higher Education Academy's subject centre for Social Policy and Social Work:
- Making the transition from a lecture-based to a PBL approach to the study of healthcare systems by social policy students, by Bryan Wendon of Anglia Ruskin University
- Developing a PBL module in learning skills and personal development, by Anne Llewellyn of Leeds Metropolitan University
We are still researching examples and case studies for this topic. If you would like to contribute any (whether from your own teaching or from other sources), please contact us.
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Further information
Informative and well-structured online introductions to PBL that address a range of disciplines other than healthcare include:
- An overview by David Mills on the Website of the Higher Education Academy's Subject Network for Sociology, Anthropology and Politics (C-SAP). This includes a template "learning design" for PBL and discusses the role of the teacher at some length.
- An introduction by Hilary Burgess on the Website of the Social Work and Social Policy subject centre (SWAP) of the Higher Education Academy. This lays out, clearly and concisely, the effectiveness of PBL and issues associated with moving to this model of learning.
- The Problem-Based Learning Initiative (PBLI) at the University of Southern Illinois, provides a general guide to PBL which is not limited either to medicine or to HE. However, it does not appear to have been updated since 2005 and thus may no longer be maintained.
The Problem-Based Learning Directory has a useful list of links to other online resources for PBL.
For information on the variants of PBL, see the guidelines provided by the Educational Technologies Center at Virginia Tech on:
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