Understanding Problem -Based Learning
INTRODUCTION
This chapter focuses on Problem-based Learning (PBL). Enquiry-based Learning is defined in the first chapter as “a broad umbrella term used to describe approaches to learning that are driven by a process of enquiry,” O’Rourke and Kahn (2005:1). Within this context Problembased Learning is seen as a set of approaches under the broader category of Enquiry-based
Learning. One of the main defining characteristics of Problem-based Learning, which distinguishes it from some other forms of Enquiry-based Learning, is that the problem is presented to the students first at the start of the learning process, before other curriculum inputs.
Another defining characteristic of PBL is that in PBL tutorials students define their own learning issues, what they need to research and learn to work on the problem and are responsible themselves for searching appropriate sources of information.
I understand Problem-based Learning not as a mere teaching and learning technique but as a total education strategy. Four components of Problem-based Learning, as a total education strategy, are:
PBL curriculum design
PBL tutorials
PBL compatible assessments
Philosophical principles underpinning PBL
These are discussed in turn. The chapter ends by highlighting some of the starting points and success factors to consider when starting a PBL initiative. I draw on my experiences as a
Problem-based Learning course co-ordinator, tutor and researcher, together with my experiences of working as a PBL education development consultant with PBL initiatives in different universities and Institutes of Technology. I base this practical introduction to PBL on theory, research and practical experience. An important part of this chapter is the voices of PBL tutors.
Quotations from PBL tutors are from my current doctoral research unless otherwise stated.
DEFINING PROBLEM-BASED LEARNING
Since the first humans were on this earth there
This chapter focuses on Problem-based Learning (PBL). Enquiry-based Learning is defined in the first chapter as “a broad umbrella term used to describe approaches to learning that are driven by a process of enquiry,” O’Rourke and Kahn (2005:1). Within this context Problembased Learning is seen as a set of approaches under the broader category of Enquiry-based
Learning. One of the main defining characteristics of Problem-based Learning, which distinguishes it from some other forms of Enquiry-based Learning, is that the problem is presented to the students first at the start of the learning process, before other curriculum inputs.
Another defining characteristic of PBL is that in PBL tutorials students define their own learning issues, what they need to research and learn to work on the problem and are responsible themselves for searching appropriate sources of information.
I understand Problem-based Learning not as a mere teaching and learning technique but as a total education strategy. Four components of Problem-based Learning, as a total education strategy, are:
PBL curriculum design
PBL tutorials
PBL compatible assessments
Philosophical principles underpinning PBL
These are discussed in turn. The chapter ends by highlighting some of the starting points and success factors to consider when starting a PBL initiative. I draw on my experiences as a
Problem-based Learning course co-ordinator, tutor and researcher, together with my experiences of working as a PBL education development consultant with PBL initiatives in different universities and Institutes of Technology. I base this practical introduction to PBL on theory, research and practical experience. An important part of this chapter is the voices of PBL tutors.
Quotations from PBL tutors are from my current doctoral research unless otherwise stated.
DEFINING PROBLEM-BASED LEARNING
Since the first humans were on this earth there
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