Introduction to Problem-Based Learning : What is PBL?

What is Problem-Based Learning?

PBL is an inquiry-based, student-centered pedagogy based on current theories of learning including constructivism, social constructivism and situated cognition. In PBL classrooms, students are presented with complex, "real-world" problems that have been carefully crafted to address course goals and objectives.

The PBL Process

Problem-based learning is often confused with other forms of small-group work. In traditional settings, lectures or readings may be given followed with a small-group activity to see how much students have "learned." In PBL classrooms, however, the problem is given first. It is through group discussion and research that students construct their understanding of course-related concepts.

The PBL Process (The PBL Cycle)

This discussion of the PBL process should be considered to be a guide as to how problem-based learning might be implemented. While PBL classrooms can certainly be expected to have numerous similarities, it must be noted that there is not one way to teach with PBL and that the actual PBL process is not completely linear.

1. Presentation of the problem. Problems can be introduced in many ways. The instructor may distribute the problem and ask students to begin reading. In other situations, an instructor might engage the students in a hands-on activity, show a video, play a piece of music, read a newspaper or magazine article, ask a controversial question, or invite a relevant guest to class for discussion prior to distributing the actual text of the problem.

There is not one way to introduce a problem. The key, however, is that the introduction be designed, whether through intriguing text or provocative activity, to engage students' interest and to draw them into the "action" of the problem from the beginning.

2. Group discussion. Following the introduction, students read the problem text and begin their group discussions. They identify what they already know that might help them with their problem-solving task. They then determine what they need to learn to be able to solve the problem. At this stage, students may also generate preliminary hypotheses about problem solutions.

3. Student role assignment. Instructors or group members may assign roles to students to facilitate the group's work.

4. Research. Students examine a variety of resources for information which may contribute to their solving the problem. This research is typically conducted on an individual basis, however, there may be situations in which group members conduct their research together.

5. Group discussion. Following the initial research phase, students meet with group members to discuss what they have learned. Information is analyzed and integrated as group members construct new understandings of the problem and possible solution hypotheses. As new questions arise, the cycle of conducting research and discussing findings is repeated.

6. Solving the problem. Students' collaborative work results in a solved problem, completed task, and/or answered questions. In this phase students may submit a finished product for grading or may present their findings to the class.

7. Wrapping up. As part of the PBL process, many instructors choose to conclude work on problems with wrap-up activities such as mini-lectures or large group discussions. These experiences provide additional opportunities for students to think critically, that is, to apply, integrate, evaluate, analyze, and synthesize information.

8. Self and Peer Evaluation. Reflecting on both one's learning and group experiences is an integral component of the PBL process. While reflection on content and process occurs throughout the PBL cycle, summative reflection on group member contributions enables students to develop their abilities to assess their own performance as well as that of their peers. Moreover, peer evaluations which affect one's grade may provide additional incentives for students to be active participants in the collaborative problem-solving process.

Typically, students are asked to rate group members' performance on specific criteria which are identified on the peer evaluation form. A student is given a summary of the comments made by group members, however, the evaluators' names may be removed.

The Instructor's Role in the PBL Process

The instructor who chooses to use inquiry-based learning strategies, including problem-based learning, must be willing to relinquish the role of "sage on the stage" and to assume the role of "guide on the side" (King, 1993). This change can be quite challenging for some faculty members, however, it is a transformation which is wholly necessary if students are to reap the numerous benefits of PBL pedagogy.

In the classic medical school model of problem-based learning, a tutor (faculty member) is assigned to each group, and this individual provides guidance as students work toward solving problems (Duch, Groh, & Allen, 2001). While this might be considered to be an ideal situation, it is a model that may be difficult to duplicate in other academic environments.

In the floating facilitator model, an instructor moves from group to group during the class session monitoring the problem-solving process (Duch, Groh, & Allen, 2001). The instructor should be prepared to ask open-ended questions which challenge and guide the students in their thinking. These questions might include:

• How did you reach that conclusion?
• What have you learned that led you to this conclusion?
• What assumptions did you make that led you to this conclusion?
• Can you think of another way to look at this situation?
• Why did you choose to use this resource and not the other one?
• How does your current solution compare to your previous solution?

References

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

King, A. (1993). From sage on the stage to guide on the side. College Teaching, 41 (1) , 30-35.