Problem-Based Learning (PBL)

Problem based learning (PBL) is an instructional approach where students learn

by solving challenging, open-ended problems. The problems are authentic tasks
and are solved in socially and contextually based teams of students. The students
rely on their current knowledge of the problem, identify “information they need
to know to solve the problem, and the strategies they use to solve the problem”
(Stanford University Newsletter on Teaching, 2001).
Rather than “teach” and
provide the answer to the Traditional versus Problem-Based Learning
problem, instructors take Traditional approaches to learning often follow a linear process where the
the role of facilitator, instructor dictates what is to be done: Information and details are presented first
coach and mentor to guide which the students then use to solve a problem. In problem-based learning, the
students as they develop problem is presented first after which students work in small teams to solve the
new skills and knowledge problem. Figure 1 represents the problem-based learning process showing how
during the problem each of the steps inter-connect and relate to one another and are iterative (steps
can, and often should be, revisited).
solving process.

Figure 1 Analyze
scenario

List
Reflect
hypotheses

Present List the

findings known

PBL
Gather List the
information unknown

Develop List what

problem needs to
statement be done

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Instructor’s Role in Problem-Based Learning

The instructor identifies a problem that is purposely complex and vague yet
intriguing enough to excite students to inquire about it, do research on it and
draw reasonable multiple solutions or conclusions on the problem. The problem
should be linked to course content; however, although the problem should not be
familiar to students it should be relevant to potential future use in work
environments.

 Identify a problem that is appropriate for the course and student

population. The problem should help teach students new skills they will
use for a problem that would be too difficult for them to complete on
The problem should help their own. State the problem in a narrative format that includes details
teach students new skills about its background but do not provide too much information that the
they will use for a problem students could find on their own as they search for a solution.
that would be too difficult
for them to complete on  Organize students in groups that represent different skill levels and
their own. diversity in an effort to achieve more successful team dynamics and
outcomes. Find ways to engage students collaboratively in teams. This
can be achieved by having students identify their strengths and
weaknesses which will assist them as they assume different roles during
the problem-solving process.

 Provide instructional support to assist the students in building their

. . . your role will be understanding of new content and the problem-solving process. Support
facilitator, coach and should be provided from the time you present the problem to when the
mentor to guide and move teams present their solutions. Key here is support – your role will be
students from what they facilitator, coach and mentor to guide and move students from what they
already know to a deep already know to a deep understanding of new material.
understanding of new
Students’ Role in Problem-Based Learning
material. During problem-based learning, students collaborate in small teams to explore
the presented problem situation. “Through this exploration students are expected
to examine gaps in their own knowledge and skills in order to decide what
information they need to acquire in order to resolve or manage” the problem
situation (Savin-Baden, 2004, p. 3). What follows is a method that summarizes
the steps students take to solve the problem situation which is excerpted from and
used with permission, Problem-based Learning by Landsberger (2011).

During problem-based 1. Explore the issues related to the problem. Read, discuss and
learning, students analyze the problem and identify its significant parts.
collaborate in small teams
to explore the presented 2. List what your team knows about the problem. Discuss your team
members’ current knowledge and experiences that relate to the
problem situation
problem. Identify the strengths and capabilities each team member
can offer as you explore solutions to the problem. Brainstorm
possible solutions and accept everyone’s contributions.

3. Develop and write out the problem statement in your own words.
This description should be based on what you know about the

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problem and what you will need to know to solve the problem. Do
the following:
a. Get consensus from the team on the new written statement
b. Write the problem statement
c. Get feedback from your instructor (for confirmation that you
are on the right track)
d. Be willing to change/modify the problem statement as you
gather information and learn more about the problem

4. List all possible solutions to the problem. List ideas, speculations,

and hypotheses about the problem – what are its causes and in what
ways might the problem be solved? Order the possible solutions
from the most likely to the least likely and choose the one your team
List what your team does feels is most likely to succeed.
not know about the
problem and ask questions 5. List actions to be taken with a timeline.
such as, “What do we a. What do we have to know and do to solve the problem?
need to know to solve this b. How do we rank these actions?
problem?” or “Can the c. How do these actions relate to our list of possible solutions?
instructor provide us with d. Do we agree on these actions and if not, how do we reach
more information?” consensus?

6. List what your team needs to know to solve the problem. List
what your team does not know about the problem and ask questions
such as, “What do we need to know to solve this problem?” or “Can
the instructor provide us with more information?”
a. Discuss possible resources needed to solve the problem such
as the Internet, textbooks, primary and secondary sources,
interviews, the instructor.
b. Assign and schedule research tasks to each team member.
c. Set deadlines for all tasks.

7. Write your team’s report with the solution to the problem that
includes supporting documents. This step can act as a preliminary
step that involves a draft report or can be the final report. Check with
An important goal in your instructor on his or her requirements.
problem-based learning is a. Prepare how you will present your findings by following the
requirements for this part of the activity. Typically, each
to not only present your
team presents their solutions as a group presentation to the
team’s conclusions but the entire class or stakeholders related to the problem.
foundation upon which b. The findings should include the problem statement,
they are drawn. questions, gathered data, analysis of the data, and support for
solutions or recommendations based on the data analysis.
This step will show the process and the outcome of the
problem-based learning activity.

8. Presenting and defending your conclusions. An important goal in

problem-based learning is to present not only your team’s
conclusions but also the foundation upon which they are drawn.
Prepare all of the following points:

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a. State both the original problem and your conclusions

b. Summarize the process in which the problem was solved:
what options were originally considered, what difficulties
were encountered, what resources were used.
Reflective thinking helps c. Convince your audience of your solution by using
students become more supporting documents, interviews and guests and the reasons
observant of their own these pieces of evidence were used
learning environment and d. Prepare for challenging comments and questions – clearly
to pose thoughtful address and or answer what you can and if you do not have
questions as they solve an answer, acknowledge it and refer to it for more
problems. consideration.

9. Review and reflect on your individual and team’s performance.

This reflection is an important step that will help validate what you
learned and how you could improve on the process. A key
component of problem-based learning is the act of reflection in
which students are asked to apply what they have learned in other
situations (transfer of knowledge), how they will apply what they
have learned in their personal lives (as students and citizens of a
community) and how they will apply what they have learned in
another course-related projects (Barell, 2007). Reflective thinking
also helps students become more observant of their own learning
environment and to pose thoughtful questions as they solve
problems.

Summary
Through problem-based learning students learn to become partners in the
teaching/learning process where they accept responsibility for much of their
learning, work successfully as a team member, deal with new and changing
situations and develop lifelong learning skills. Problem-based learning then, can
help students think critically, analyze and solve real world problems that will
better prepare them for careers outside the classroom.

References
Barell, J. (2007). Problem-based learning: An inquiry approach. (2nd ed.).
Thousand Oaks, CA: Corwin Press, Inc.

Landsberger, J. (2011). Problem-based learning. http://www.studygs.net/pbl.htm

Savin-Baden, M., & Howell Major, C. (2004). Foundations of problem-based

learning. Birkshire, England: The Society for Research into Higher
Education & Open University Press.

Stanford University Newsletter (2001). Speaking of Teaching. Problem-Based

Learning. Center for Teaching and Learning Web site:
http://www.stanford.edu/dept/CTL/Newsletter/problem_based_learning.
pdf

Northern Illinois University, Faculty Development and Instructional Design Center

[email protected], www.niu.edu/facdev, 815.753.0595