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Alternative Modes of Teaching and Learning

Alternative modes to delivery

Problem-Based Learning

Definition

In problem-based learning (PBL) the learning process is organised around problems. The idea is that any unit of the course starts with a problem or series of problems which are related to 'real-world' professional issues rather than academic subjects. Problems involving greater or lesser degrees of complexity comprise the core of the course. Lectures, if they occur, do so after the problem has been set as a service in solving it. Where the students lack necessary skills for solving the problem (eg. in communication, problem-solving or learning) training sessions may be slotted in. PBL is thus student-centred. Difficulties in solving the problem are dealt with in workshops on problem-solving skills. The main task of the lecturer is to act as a facilitator in helping students learn to solve problems rather than as instructor. And because the lecturer is not directing the learning processes in the traditional way the students may well need help in coping with the more autonomous style of learning implied by PBL.

Jaques, D., G. Gibbs, and C. Rust, Designing and Evaluating Courses. 1993, New South Wales: Educational Methods Unit, Oxford Brooke University.

A way of constructing and teaching courses using problems as the stimulus and focus for student activity. It is not simply the addition of problem-solving activities to otherwise discipline-centred curricula, but a way of conceiving of the curriculum which is centred around key problems in professional practice. Problem-based courses start with problems rather than with exposition of disciplinary knowledge. They move students towards the acquisition of knowledge and skills through a staged sequence of problems presented in context, together with associated learning materials and support from teachers.

Boud, D. and G. Feletti, eds. The Challenge of Problem-Based Learning. 1991, Kogan Page Limited: London. p. 333.

Advantages

• Engages students in the learning process by engaging their curiousity and problem-solving skills
• Support the development of generic skills
• Provides an authentic, real-life context to learning
• Enhances the integration of knowledge and skills
• Supports professional practice

Disadvantages

• May be confusing for student
• Requires significant time and resources to develop and implement
• May lead to gaps in students substantive knowledge

Resources and References