Problem Based Learning (PBL) - Rundown & Best Practices

What is Problem Based Learning?

Problem Based Learning is essentially “learning by doing”. However, this “doing” is a series of collaborative efforts to solve authentic and complex problems through an active, integrative, and constructive process. This means that problem sets and scenarios presented in class are accurate representations of what learners will encounter in the real world. 

An important distinction to make is that PBL is NOT Project Based Learning. PBL students are not creating a product, they are solving a problem. However, PBL can be a great way to train students in methods and approaches necessary to complete a final class deliverable. So, it’s best to think about PBL as a way to approach sessions as well as frame processes that students will need to transfer into professional life. 

Pros: Problem Based Learning develops critical thinking skills, increases problem solving skills, increases motivation towards learning, and transfers to new situations.

Cons: Instructors must surrender control in the classroom. The development time of instruction is largely increased. The amount of material covered is decreased.

Instructor Role

In PBL the instructor is less of a “Sage on the Stage” and more of a “Guide on the Side.” That is, the instructor takes on the role as a facilitator rather than assumes the role of a lecturer. 

It is critical that the instructor organizes activities to align with learning objectives. In addition, they must provide explanations of how activities are relevant to real-life use, as well as take into account the varied backgrounds and experiences of learners. This will allow them to effectively moderate discussions, provide corrective feedback, and encourage experimentation throughout the learning process. 

Student Role

Given that PBL minimizes instruction and maximizes autonomy through simulations and scenarios, students are required to be “Self-Directed”. In effect, students should be encouraged to take charge of their own learning. This includes: identifying their own learning needs, participating in peer feedback, actively translating new knowledge using what they already know, and experimenting with the processes and methods they are being taught.  

PBL Scaffolding & Best Practices

The scaffolding for PBL is just like scaffolding for anything else---simple to complex; concrete to abstract; easy to difficult. However, it is important to note three things in the scaffolding of PBL: 

First, to ensure students grasp the required content knowledge, give them questions to answer. The most effective approach to this is providing worked examples. What’s more, it is best practice to provide multiple examples of the same problem in various contexts. Research shows that those presented with one example in one context were unable to transfer the insights to another context even though the underlying problem was the same. However, when given several examples of the same problem in varied contexts, the transfer appeared to be natural. Once the students have a solid content foundation, then you can provide them problems to solve. (Note: It is also highly beneficial to provide "non-examples". That is, what not to do.)

Second, the problems have to be real-world problems that burgeoning professionals will expect to see in the field. In order for the learning experience to be most effective the problems they are faced with in a simulation must be authentic and nuanced. This doesn’t just extend to the problem itself. It also applies to approaches to teamwork and collaboration, establishing roles, dividing work, and discussing processes to reach a solution. As an instructor, one must take into consideration what your learners already know, where they can work autonomously, and where they may need more guidance. Corrective feedback during this process using a SMART framework is more favorable than general praise or criticism afterward.

Finally, PBL should have an added element of metacognition. That is, thinking about thinking. After learners have come up with solutions, it is important that the class reflect on what processes and steps they took to solve each problem and self-assess any gaps in skills, knowledge, and attitudes. This type of self-explanation is a tactful step in transforming tacit knowledge/skills into explicit knowledge/skills. It also pushes them to actively recall vital information, which the brain tags for future use, that they would otherwise forget shortly after the session. 

This scaffolding can be applied to a single session, but also be used to design a module or even the length of the course. For a visual see below: