Problem-Based Learning 101

Problem-Based Learning Do you ever have students who struggle with connecting lecture theory to applied practice?

Do your students forget much of the lecture material? Do your students need a real-world scenario to grasp or engage in the context of a problem set? Do you see a disconnect between classroom learning and practice in the field? Have you ever considered problembased learning?

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One of the early implementers of problem-based learning (PBL) was the school of medicine at McMaster University in the 1960s. PBL is similar to case-based learning, but it is a more open-ended form of inquiry-based learning with less guided instruction. Students work in groups to solve real world problems using a six-step process: 1.Explore issues 2.Define problems 3.Investigate solutions 4.Research knowledge 5.Write solutions 6.Evaluate performance Since students define the problem, they choose what resources they will need to solve the problem; they may have assigned roles. They may actually create the proposed solution to the problem.

Variations Case-Based Learning. In case-based learning, students read an authentic case study or story and propose a solution to a problem. The author of the case study usually provides some resources or tools to guide the students. Students may work in groups and have assigned roles; they may even conduct lab experiments, fieldwork, or other types of investigations depending on the discipline. Case-based learning is a structured and guided form of inquiry-based learning that positively impacts student performance (Demetriadis & Pombortsis, 1999; Kabeman & Dori, 2009) when implemented well there is no difference in the face-to-face (F2F) and online environment (Lee, Lee, & Liu, 2009). Case-based learning is similar to problem-based learning; however, it may be more guided.

Examples Use your imagination. What kinds of problems could your students solve? What would be an appropriate case study for your students? Only you know what would be authentic to your field of study, your curriculum, and your students. To get started, consider these ideas: Visual Arts •Community wall •Video game application •Industrial design •Restaurant makeover

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Health & Community Studies •Creative aging •Pet overpopulation •Community outreach •Health awareness Science & Technology •Lab experiment •Energy management •Water quality •Building restoration Business Administration •Case study •Budget proposal •Product pitch •Company rebrand Humanities & Social Sciences •English for academic purposes •Applied geometry •Literary adaptation •Technical writing

Merits Problem-based learning (PBL) has many desired benefits. Students get higher grades with PBL. They retain knowledge longer. It fosters critical thinking and communication. Finally, cases grounded in real-world scenarios are authentic and engage students.

Performance and Engagement. Problem-based learning (PBL) is more effective for academic achievement, engagement, and retention than traditional classroom instruction (Akin, 1942; Strobel & van Barnevald, 2009). PBL encourages problem-solving, critical thinking skills, and better grades (Yadav, Subedi, Lundeberg, & Bunting, 2011). With webbased resources, it can also enhance student performance and engagement (Chagas, Faria, Mourato, Pereira, & Santos, 2012; Hsu, Hwang, Chuang, & Chang, 2012; Nerantzi, 2012). In fields like medicine, engineering, architecture, and business, PBL is quite common; however, it can enhance any discipline.

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At the Michener Institute for Applied Health Sciences and the Toronto Hospital, the podiatric medical program stopped using traditional lectures in favour of problem-based learning (PBL). The first cohort of students to use PBL had "higher overall examination scores” and “deeper understanding”. They also had better “cognitive skills related to patient management" than their previous cohort (Finch, 1999, p.411). Using real-world scenarios and tools to solve problems makes learning authentic and applicable. It prepares students for the real-world or work.

Authentic. Students start with a real-world problem. Then as they attempt to solve it, they apply various theories. Through hypothesis, trial and error, and analysis, they test out the best solution. In a traditional lecture format, a professor might lead with the theory and drill down to an application; however, learning through inquiry and discovery has longer lasting results academically and professionally. PBL closes the “gap between the active field and passive classroom” (Mahendru & Mahindru, 2011).

Challenges Inquiry-based learning means giving ownership of your classroom to your students. It means letting go of some content through lectures and letting students discover and construct knowledge through applied activities. Students will have to work hard and use problem solving, critical thinking, and communication skills. Some students would prefer passive lectures and multiple choice tests. Others perceive that learning happens best through lectures despite what the research shows.

Perceptions. Students think that they learn more from lectures (Yadav, Subedi, Lundeberg, Bunting, 2011). Many students prefer to passively sit in a lecture copying notes from a PowerPoint that they regurgitate on a multiple choice quiz. However, the more actively involved in their learning, the more likely they are to retain and apply the knowledge and skills learned in class. Problem-based learning requires that students work hard, think critically, research, collaborate, and communicate.

Instructional Design Use a backwards design approach. First, start with your learning outcomes. Second, create your assessments. Third, plan your instructional activities. Finally, choose a technology to enhance the lesson.

Design. Consider your curriculum; look carefully at your accreditation standards, graduate attributes, program learning outcomes, course learning outcomes, and lesson learning 63

outcomes. Will problem-based learning fulfill the learning outcomes? How will you prepare students to solve a case study? What technologies will you and your students need to learn in order to complete a case? Will problem-based learning enhance the learning experience?

Develop. Browse the Internet for authentic case studies like the University of Delaware Problem-Based Learning Clearinghouse such as When Twins Marry Twins. The University of Buffalo has a bank of peer reviewed case studies for use in the sciences on their National Center for Case Study Teaching in Science website. The Richard Ivy School of Business at the University of Western Ontario (UWO) sells digital copies of authentic case studies through Ivy Publishing. Evergreen State College has a collection of native case studies across disciplines.

Create your own case studies from your own industry experiences or current news stories.

Post these on the learning management system (LMS). Consider opening up your cases by posting on a departmental website or social media sharing site. One can publish cases with Ivy at the University of Western Ontario. Encourage your students to collaborate to create cases to share in a collection of videos or ebooks.

Deliver. Decide what students will do before, during, and after the case study. Before the case, students might read an article, listen to a podcast, or watch a video. During the problem solving activity, students may answer some guided prompts or determine their own research questions. Afterwards, students might present their solution through a paper, presentation, or podcast. The case should be authentic, active, and applied.

Technology To capture a case narrative, we can use text, image, video, or podcast. We can use recording devices on our mobile devices to interview industry or community partners. To connect via distance, we can use web conferencing. There are endless apps to edit videos like iMovie, for example. Students can discuss and solve the case scenario via text, chat, discussion forum, social media, wikis, or web conferencing.

References Akin, W.M. (1942). The story of the eight-year study. New York, NY: Harper & Brothers.

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Chagas, I., Faria, C., Mourato, D., Pereira, G., & Santos, A. (2012). Problem-based learning in an online course of health education. European Journal of Open, Distance and E-Learning, 1.

Demetriadis, S. & Pombortsis, A. (1999). Novice student learning in case based hypermedia environment: A quantitative study. Journal of Educational Multimedia and Hypermedia, 8(2), p.241-269.

Finch, P.M. (1999, January 4). The effect of problem-based learning on the academic performance of students studying podiatric medicine in Ontario. Medical Education 33(6), p.411-417.

Hsu, C., Hwang, G., Chuang, C., & Chang, C. (2012). Effects on learners’ performance of using selected and open network resources in a problem-based learning activity. British Journal of Educational Technology, 43(4), p.606-623.

Kaberman, Z. & Dori, Y.J. (2009). Metacognition in chemical education: Question posing in the case-based computerized learning environment. Instructional Science: An International Journal of the Learning Sciences, 37(5), p.403-436.

Lee, S., Lee, J., & Liu, X. (2009). A review of case-based learning practices in an online MBA program: A program-level case study. Educational Technology & Society, 12(3), p.178-190.

Mahendru, P. & Mahindru, D.V. (2011). Problem-based learning: Influence on student’s learning in an electronics & communication engineering course. Global Journal of Researches in Engineering Electronic and Electronics Engineering, 11(8), p.1-9.

Retrieved from https://globaljournals.org/GJRE_Volume11/1-Problem-based-LearningInfluence-on-Students-Learning-in-an-Electronics.pdf Nerantzi, C. (2012). A case of problem based learning for cross-institutional collaboration.

Electronic Journal of e-Learning, 10(3), p.306-314.

Strobel, J. & van Barneveld, A. (2009). When is PBL more effective? A meta-synthesis of meta-analyses comparing PBL to conventional classrooms. The Interdisciplinary Journal of Problem-Based Learning, 3(1), p.43-58.

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