Problem-Based Learning

Problem-Based Learning is the learning that results from the process of working toward the understanding or resolution of a problem
Quote from Howard Barrows and Robyn M. Tamblyn, McMasters University

What is it?

Problem-based learning is an instructional approach wherein students learn through the direct experience of solving problems. The focus is on the application of a process or procedure to solve a problem. These problems are often open-ended, without a defined solution, and are ideally grounded in a ‘real-world’ learning context. Generally, students work in small groups and members take on specific roles as defined by the instructor (E.g: discussion facilitator, recorder, resource coordinator). The role of instructor changes to that of facilitator who guides students in the process by supporting, monitoring and intervening only when necessary.

Purpose: Problem-based learning promotes critical thinking, group collaboration, communication and problem-solving.

Skills Promoted

  • Analytical skills
  • Collaborative learning
  • Knowledge management
  • Peer instruction

Who's using it?

SALTISE community members who use this strategy and are willing to share advice and/or resources.

Institution Discipline Instructor Classroom settings

Marianopolis College

Level: College

Physics

Classroom with whiteboards

Classroom size: 30-40

View resources used

Institution

Marianopolis College

Level: College

Discipline

Physics
Instructor

Classroom settings

Classroom with whiteboards

Classroom size: 30-40

View resources used

Why use it?

Benefits
Challenges
Benefits

Problem based learning allows students develop a picture and conceptual understanding of a topic. Students are then in a better position to consider the reason why a method or procedure exists. This enables students to solve a broader range of conceptually similar problems, instead of simply knowing how to apply a method or procedure to one set of problem statements.

Challenges

Using a problem based learning  can take more time to prepare than a traditional lecture format. There can be resistance both on part of students, who may feel the instructor is not really teaching them, and other colleagues unfamiliar with the approach.

Helpful resources

References

Barrows, H. S. (1986). A taxonomy of problem-based learning methods. Medical education, 20(6), 481-486. 

Barrows, H. S. (1996). Problem-based learning in medicine and beyond: A brief overview. New directions for teaching and learning, 1996(68), 3-12.

Duch, B. J., Groh, S. E., & Allen, D. E. (2001). The power of problem-based learning: a practical” how to” for teaching undergraduate courses in any discipline. Stylus Publishing, LLC. 

Gijbels, D., Dochy, F., Van den Bossche, P., & Segers, M. (2005). Effects of problem-based learning: A meta-analysis from the angle of assessment. Review of educational research, 75(1), 27-61. 

Hmelo-Silver, C. E. (2004). Problem-based learning: What and how do students learn?. Educational psychology review, 16(3), 235-266.

Savery, J. R., & Duffy, T. M. (1995). Problem based learning: An instructional model and its constructivist framework. Educational technology, 35(5), 31-38.

Savery, J. R. (2015). Overview of problem-based learning: Definitions and distinctions. Essential readings in problem-based learning: Exploring and extending the legacy of Howard S. Barrows, 9, 5-15. 

Vernon, D. T., & Blake, R. L. (1993). Does problem-based learning work? A meta-analysis of evaluative research. 

Video

Erasmus University College – Problem Based Learning – Rotterdam, Netherlands

Problem-Based Learning – Maastricht University, Netherlands

Problem Based Learning Curriculum – Rowan University, School of Osteopathic Medicine

TO LEARN MORE

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