Problem-Based Learning
Overview
Problem-Based Learning (PBL) is designed to provide students with the opportunity to address a complex and authentic real-world problem in small groups. In PBL students are required to actively work together to identify gaps in their understanding, strategize a research plan, and formulate a solution for the open-ended problem (Queen's University, n.d.). During this process, students develop content knowledge while engaging in critical thinking, problem-solving, and collaborative learning. Teachers incorporating PBL into their web-based instruction will facilitate the learning in the role of a tutor by providing guidance throughout the PBL process (Queen's University, n.d.).
Problem-Based Learning (PBL) is designed to provide students with the opportunity to address a complex and authentic real-world problem in small groups. In PBL students are required to actively work together to identify gaps in their understanding, strategize a research plan, and formulate a solution for the open-ended problem (Queen's University, n.d.). During this process, students develop content knowledge while engaging in critical thinking, problem-solving, and collaborative learning. Teachers incorporating PBL into their web-based instruction will facilitate the learning in the role of a tutor by providing guidance throughout the PBL process (Queen's University, n.d.).
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Guidelines for Use
Guideline 1 - Present or Identify the Problem
Guideline 1 - Present or Identify the Problem
- Divide students into small groups and present a real-life problem with multiple solutions
- The problem should be engaging and challenging and promote student learning of concepts and principles
- The problem should also take into consideration the students’ prior knowledge and allow for the development of higher-order cognitive skills
- Alternatively, individual groups or the entire class can define a problem to resolve (Learning is Open, 2017)
- In their small groups, have students engage in problem analysis
- Encourage students to explore what they already know about the problem to activate their pre-existing knowledge
- Have the students identify their learning needs to better understand the problem and how to resolve it (Nagge, 2017)
- Once the groups have identified what they need to learn, have students engage in independent study to research the information needed to resolve the problem
- This will require using a variety of information resources, allowing for self-directed learning and the development of research skills as students find and use appropriate learning resources (Queen's University, n.d.)
- The students then return to the group and collectively apply what they have learned to the problem
- During this step, students synthesize information, engage in peer teaching, and work towards a solution (McMaster University, n.d.)
- Students then critically appraise and apply all of the new information they have accumulated to see if they can resolve the presented problem (Nagge, 2017)
- The students should select a solution that best fits the problem and discuss why that option was selected over alternatives
- Students should then present their solution and the methods they used to arrive at their conclusion
- After students have finished working with the problem, have them participate in a review of the process to reflect on what they have learned
- To fully engage in effective independent learning, this should include a self-assessment and the constructive assessment of peers (Queen's University, n.d.)
Good Examples of Use
Example 1- Problem-Based Learning Skills by Mohawk College Library
Example 1- Problem-Based Learning Skills by Mohawk College Library
- This library guide from Mohawk College Library provides a number of resources and tools to help students master the skills they need to be a great problem-based learner.
- Project Foundry is a PBL tool that enables students to plan their own learning and track their progress
- It also makes organizing student projects much easier for students and teachers
- It also makes organizing student projects much easier for students and teachers
- This resource page provides teachers with insights and strategies on how to incorporate PBL into instruction.
Helpful Resources
Resource 1 - Problem-Based Learning: An Overview of its Process and Impact on Learning
Resource 1 - Problem-Based Learning: An Overview of its Process and Impact on Learning
- This article provides an overview of the PBL process and reviews studies examining the effectiveness of PBL. In evaluating evidence-based practice, the authors conclude that when all phases of PBL are present it can result in longer-term knowledge retention and in the application of knowledge.
- Yew, E. H. J., & Goh, K. (2016). Problem-based learning: An overview of its process and impact on learning. Health Professions Education, 2(2), 75-79. doi:10.1016/j.hpe.2016.01.004
- Teachers incorporating PBL into their instruction are often referred to as tutors. For a PBL approach to be successful, the tutor has an absolutely essential role to play in ensuring that students are on track and productive in their work to achieve the required content knowledge. This novice’s guide provides key insights into the effective incorporation of PBL.
- Walsh, A. (2005). The tutor in problem-based learning: A novice’s guide. Hamilton, ON: McMaster University. Retrieved from http://www.fhs.mcmaster.ca/facdev/documents/tutorPBL.pdf
Research
Hmelo-Silver, C. E. (2004). Problem-based learning: What and how do students learn? Educational Psychology Review, 16(3), 235-266.
doi:10.1023/B:EDPR.0000034022.16470.f3
Kolmos, A. (2010). Premises for changing to PBL. International Journal for the Scholarship of Teaching and Learning, 4(1) doi 10.20429/ijsotl.2010.040104. Retrieved from https://digitalcommons.georgiasouthern.edu/ij-sotl/vol4/iss1/4/
Learning Is Open. (2017). Problem-based learning toolkit. Retrieved from http://learningisopen.org/toolkit/problem-based-learning/
McMaster University. Problem based learning (PBL). Retrieved from https://mdprogram.mcmaster.ca/mcmaster-md-program/overview/pbl---problem-based-learning
Nagge, J. (2017). What is problem-based learning?.[PDF document]. Retrieved from https://uwaterloo.ca/centre-for-teaching-excellence/sites/ca.centre-for-teaching-excellence/files/uploads/files/nagge_what_is_pbl_fot_week_october_2017_handouts.pdf
Queen’s University. Problem-Based Learning. Retrieved from https://www.queensu.ca/ctl/teaching-support/instructional-strategies/problem-based-learning
Woods, D. R. (2006). Preparing for PBL. [PDF document] Retrieved from https://teachingcommons.lakeheadu.ca/sites/default/files/inline-files/Book%20Preparing-for-PBL.pdf
Hmelo-Silver, C. E. (2004). Problem-based learning: What and how do students learn? Educational Psychology Review, 16(3), 235-266.
doi:10.1023/B:EDPR.0000034022.16470.f3
Kolmos, A. (2010). Premises for changing to PBL. International Journal for the Scholarship of Teaching and Learning, 4(1) doi 10.20429/ijsotl.2010.040104. Retrieved from https://digitalcommons.georgiasouthern.edu/ij-sotl/vol4/iss1/4/
Learning Is Open. (2017). Problem-based learning toolkit. Retrieved from http://learningisopen.org/toolkit/problem-based-learning/
McMaster University. Problem based learning (PBL). Retrieved from https://mdprogram.mcmaster.ca/mcmaster-md-program/overview/pbl---problem-based-learning
Nagge, J. (2017). What is problem-based learning?.[PDF document]. Retrieved from https://uwaterloo.ca/centre-for-teaching-excellence/sites/ca.centre-for-teaching-excellence/files/uploads/files/nagge_what_is_pbl_fot_week_october_2017_handouts.pdf
Queen’s University. Problem-Based Learning. Retrieved from https://www.queensu.ca/ctl/teaching-support/instructional-strategies/problem-based-learning
Woods, D. R. (2006). Preparing for PBL. [PDF document] Retrieved from https://teachingcommons.lakeheadu.ca/sites/default/files/inline-files/Book%20Preparing-for-PBL.pdf