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Advocate Online
Thriving in Academe
Issues to Consider
Getting Started with PBL
Planning for successful implementation of problem-based learning.
 Problem-based
learning takes more time to do, so the problems need to be much more structured
and guided at this level [i.e., first year of community college] in order
for students to learn the material and meet deadlines. I don’t think
we can expect students to become self-directed learners in one semester
or one year. (Faculty member, Maricopa Community Colleges)
Implementing PBL requires careful planning, much time,
and patience. It may not work for everyone, but for many it is well worth
the effort.
Getting started
Instructors considering PBL as a new approach to learning need to assess
their level of understanding of PBL. For someone who plans to transition
from traditional lecture to PBL, the learning curve will be steeper than
for someone who already incorporates cooperative learning, for example,
in a course. The key to success is to start small and take one step at
a time. Instructors may want to convert part of the course and pilot the
design before they change an entire course.
The role of the instructor
The roles of the instructor in a PBL classroom represent a major shift
from traditional ones that require delivery of content and explanation
of concepts. To succeed in PBL, instructors need to understand and accept
their role as facilitators of learning as opposed to lecturers. When students
become frustrated, it is hard to continue to challenge them without discouraging
them at the same time.
Role of students
Students new to PBL may get frustrated by what they perceive as lack of
structure, direction, and information. Instructors must clearly communicate
goals and expectations to students at the beginning of the course or lesson.
Instructors also need to be ready to provide more guidance and structure
when they introduce PBL than they will need to later when students are
more comfortable with the process. Students will also need to learn process
skills and how to effectively function in groups.
Assessment of learning
When designing a PBL lesson, course, or entire curriculum, instructors
need to think of assessment in a different way. Most traditional tests
assess content acquisition but not other skills the students may have
gained from the experience, namely how to solve complex problems, how
to evaluate resources, how to work in teams effectively, and how to communicate
clearly and concisely. Instructors need to develop ways to assess these
outcomes, too.
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References
& Resources
Delisle, R. (1997). How
to Use Problem-Based Learning in the Classroom.
Alexandria, Va.: Association for Supervision
and Curriculum Development.
Gijselaers, W.H. (1996). “Connecting
Problem-Based Practices with Educational Theory.”
In Wilkerson, L. & Gijselaers, W.H. (eds.).
(1996). Bringing Problem-Based Learning
to Higher Education: Theory and Practice.
San Francisco: Jossey-Bass.
Problem-Based Learning Initiative
(PBLI) at Southern Illinois University School
of Medicine www.pbli.org.
Woods, D. Problem-Based
Learning, especially in the context of
large classes. A comprehensive handbook on PBL
from McMaster University available online at
http://chemeng.mcmaster.
ca/pbl/pbl.htm.
Additional Resources:
Duch, B.J., Groh, S.E.,
& Allen, D.E. (2001). The Power of Problem-Based
Learning. Sterling, Va.: Stylus.
Schuh, K.L. & Busey, T.
A. (2001). “Implementation of a Problem-Based
Approach in an Undergraduate Cognitive Neuroscience
Course.” College Teaching, 49(4),
153-159.
Camp, G. Problem-Based
Learning: A Paradigm Shift or a Passing Fad?
MEO 1996, 1:2.
www.med-ed-online.org
/f0000003.htm#reference.
Illinois Math and Science
Academy
www.imsa.edu/team/cpb
l/whatis/model.html.
Problem-Based Case Studies
www.herts.ac.uk
/envstrat/ HILP/case/case.htm.
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