Enquiry-based learning & PBL
Key features of problem based learning
- The starting point and trigger for learning is a ‘real-life’ problem. Such natural problems tend to cross discipline boundaries so the knowledge acquired is likely to be more eclectic than would have been the case on a more traditional course.
- Students work as small teams. A tutor is present as a facilitator and available as an adviser, but s/he does not issue instructions – the emphasis is on the students to determine what knowledge and resources are required to solve the problem.
- The problem is usually staged so that the students can work sequentially through smaller problems.
- A wide range of resources are made available (reference library, live and computer simulations, notes and even access to experts in the specific field).
Why adopt a problem–based approach?
Boud & Feletti (1997) outline some of the arguments in favour of problem-based learning:
- In a world where the professions undergo continuous and massive change over a career span, guiding students to define and direct their own learning needs helps to prepare them as capable lifelong learners.
- Learning through knowledge acquisition is becoming increasingly difficult as the knowledge base of most professions is expanding so rapidly that the level required by a professional practitioner simply cannot be taught in a single course. They argue that it is more relevant now for students to be capable of learning what they need to know in any context quickly, efficiently and independently.
- The approach aligns well with how students naturally learn – learning is more effective when the student is actively involved and when the learning is in context.
Criticisms of problem-based learning
- PBL can be seen as denying expertise and the importance of subject matter or content. Whilst students who have learnt through PBL may have a good understanding and good reasoning and team-working skills, there are concerns over the content covered. However, although initial levels of learning are reduced, long-term retention is usually improved.
- Students tend to automatically assume that the tutor is the traditional transmitter of knowledge and it can be difficult to shift towards conceptions of themselves as self-directed learners. Similarly, PBL requires tutors to break old habits and ‘let go’ to leave students to find their own way through their learning.
- Assessment can be problematic as the tutor needs to clearly identify what it is s/he is trying to assess. Norman (1997) explains how different assessors may place different emphases on different skills (and therefore design assessments accordingly); e.g. problem-solving ability, or their ability to acquire appropriate knowledge for the context in hand.
M. Stewart,
Learning Development Unit
| References Boud, D. & Feletti, G. 1991( & 1997, 2nd Edn) Editors. The Challenge of Problem-based Learning, London, Kogan Page. Norman, G. R. (1997) Assessment in Problem-based Learning. In Boud, D. & Feletti, G. (Eds). The Challenge of Problem-based Learning, London, Kogan Page. For more references click here |
