Characteristics of Problem Based Learning
The aim of this section is to deliberate the characteristics of Problem Based Learning (PBL) from various literature. Problem-based learning (PBL) is an emerging teaching approach which has taken its prominence in tertiary education in recent years. PBL is an instructional strategy in which learner-centered method is adopted and students learn by working on real life problems and activities, where teacher acts as a facilitator (Barrows,H & Tamblyn, R.M, 1980). It is a style of learning in which the problems act as the driving force for student directed learning(Boud & Feletti, 1997). All learning of new knowledge is done within the context of the problems. In PBL the problems are encountered before all the relevant knowledge has been acquired and solving problems results in the acquisition of knowledge and problem-solving skills.
One of the main objectives of PBL is to help students to develop self-learning skills and to be able to learn on their own for rest of their lives. Table 1 illustrate the essential of PBL by Walton & Matthews,1989.(Walton & Matthews, 1989)
Problems | The key unit for structuring relevant learning | Resources | Information for self-learning | Objectives | Planned by teachers, but with student input | Behaviour | Students‟ behaviour progressively mirrors that of the real job” | Learning | Active and student-directed, peer- and tutor-monitored | Examples | Establish rules and lead to higher concepts | Motivation | The excitement of self-discovery | Self-directed learning and self-assessment | Developing learning habit |
Table 1: ‘PROBLEMS’: Essentials of PBL (Walton & Matthews, 1989).
Barrows (1996) identified six original characteristics for the PBL model:
(a) learning is student-centered,
(b) learning occurs in small student groups,
(c) teachers are facilitators,
(d) problems form the original focus and stimulus for learning,
(e) problems are vehicles for the development of problem
One of the main objectives of PBL is to help students to develop self-learning skills and to be able to learn on their own for rest of their lives. Table 1 illustrate the essential of PBL by Walton & Matthews,1989.(Walton & Matthews, 1989)
Problems | The key unit for structuring relevant learning | Resources | Information for self-learning | Objectives | Planned by teachers, but with student input | Behaviour | Students‟ behaviour progressively mirrors that of the real job” | Learning | Active and student-directed, peer- and tutor-monitored | Examples | Establish rules and lead to higher concepts | Motivation | The excitement of self-discovery | Self-directed learning and self-assessment | Developing learning habit |
Table 1: ‘PROBLEMS’: Essentials of PBL (Walton & Matthews, 1989).
Barrows (1996) identified six original characteristics for the PBL model:
(a) learning is student-centered,
(b) learning occurs in small student groups,
(c) teachers are facilitators,
(d) problems form the original focus and stimulus for learning,
(e) problems are vehicles for the development of problem
References: Boud, D. J., & Feletti, G. (Eds.). (1997). The challenge of problem-based learning (2nd ed.). London: Kogan Page. Ho, W. (2008). An Exploration of Peer Collaboration and Group Problem Solving Process in a College Problem-based Learning Classroom. ProQuest. Retrieved from http://books.google.com.my/books?hl=en&lr=&id=tS8G__2B_2sC&oi=fnd&pg=PR9&dq=Wilkerson+%26+Gijlselaer,+1996):&ots=ZiAc2CbUH1&sig=hby6epAUv0Tr7NphyMQBUXxWKG0 Walton, H. J., & Matthews, M. B. (1989). Essentials of problem-based learning. Medical education, 23(6), 542–558. Wilkerson, L., & Gijselaers, W. H. (1996). Bringing problem-based learning to higher education: Theory and practice. Jossey-Bass San Francisco. Retrieved from http://library.wur.nl/WebQuery/clc/956593