Student-Centered Pedagogy in Action: Problem-Based Learning
Whenever I talk to my relatives, who are seasoned physicians and professors, about the quality of teaching in medical school, they invariably answer that in the “old days” their curriculum was didactic and entirely lecture-based without problem-based learning (PBL). This is a stark contrast to the experience of new physicians. PBL is an interdisciplinary technique and a major part of the curriculum across programs. I have taught Commerce and Psychology courses in the past in which I integrated PBL, both face-to-face and online. Since PBL is a cyclical process, there are plenty of opportunities for flexibility, redesign, and reflection. The PBL approach encourages critical thinking, problem solving, self-managed learning, adaptability, communication, interpersonal skills, and teamwork. These are “intellectual capabilities” and “working together capabilities” (Meister, 2020).
Savery (2006) defines PBL as a method that requires finding a sound or practical solution to a specific problem through the process of conducting research. PBL is founded on applying the students’ prior knowledge and inquiry-based learning. It taps into students’ curiosity and intrinsic motivations. Instructor mentorship helps the learner cultivate problem-solving skills. Through critical-thinking, collaboration, and investigation techniques, the process results in a collection of information that is required to solve the problem. Evidence shows that PBL promotes knowledge construction in a meaningful, smart, relevant, attainable, measurable, and timely way. Most importantly, PBL is learner-centered. Using randomized experimental trials, Rosangela Bando, Emma Naslund-Hadley and Paul Gertler conducted ten field experiments with problem-based learning in four countries, covering more than 17,000 students. The result: 87% of teachers agreed that learning methods that inspire creativity, like PBL, have impacts beyond the classroom. Immersive learning techniques can help students develop both conceptual and practical abilities (Forbes, 2019).
Step-by-Step to PBL Success
Despite the popularity of PBL, some instructors lack clarity about how to develop and embed PBL activities into their courses (Norman and Schmidt, 2000). Just as many of us break down instructions for our learners, understanding the PBL cycle in steps can help you begin to visualize, design, implement, and assess PBL in your own teaching.
Step 1: Brainstorm Problems that Align with Learning Outcomes and Assessment
You may want to reflect on the following questions before you embark on PBL: What background do students already have on the topic? How much information, cues, and clues do you have to provide? What do they need to research? Where will they find the data? Will they delegate and assign responsibilities for the different tasks required for the solution to emerge? This is an opportunity for you to scaffold research techniques, tools, analysis, and application.
Ingredients for a well-designed problem include making it personal and relating it to current, discipline-specific issues. This allows students to reflect on their judgement and the biases that effect their choices.
Case studies, learning reflections, design problems, and presentations are all potential PBL assessments, especially in an online class because they enhance student attention, interaction, and engagement.
A well-designed problem will help students acquire conceptual knowledge, develop disciplinary and soft skills, enhance collaboration in small groups, and generate rich discussion (Ertmer and Simons, 2006).
Step 2: Facilitate PBL for the Students
First, it is vital to determine how you want to design the groups. You can randomize the small groups or assign students to collaborative teams using a set criterion. For example, one of my courses attracted students from various disciplines. I assigned the groups to encourage multidisciplinary negotiation.
Run a “mock” PBL scenario. For example, the problem could be finding the shortest route to a destination. Introduce the concept of PBL, expectations, timelines, rubrics, and any policies such as the Student Code of Conduct. For the assessment, you could design a unique problem per group (ideal for smaller, graduate-level courses) or a single scenario for every group (better for large, undergraduate courses).
Keep in mind that the learning activity should be psychologically safe. If there could be difficult or uncomfortable content, there should be a disclaimer or content warning statement at the beginning of the session. A safe environment is also one that encourages students to learn from their mistakes and not be afraid to fail. Posting scenarios that relate to the weekly module can elicit student curiosity and encourage deeper and wider engagement to seek solutions (Wlodkowski, 2008).
I have maximized the use of discussion groups in my online course space by using discussion boards. I pose a problem relevant to the weekly content in the discussion board prior to the synchronous class. During the class, we introduce possible solutions, address comments on the discussion board, and spend time on the process of collaborative problem solving: the means to the end. This make the PBL process come alive!
Step 3: Teaching the Art and Science of Research
Think about your own research. Share obstacles you encountered and ways you conquered them! Emphasize that while a hypothesis, problem statement, or question is foundational to their research, quite often hypotheses evolve during the inquiry process. Investigate possible solutions with the students without giving them the answer (and there usually isn’t one answer to a problem).
Step 4: Problem-solving During Synchronous Sessions
If you are providing synchronous class time, consider how PBL can be adapted. Use the synchronous session to break down the problem, tasks, product, processes, and policies required for analysis and problem solving. For example, there could be breakout rooms and group presentations. These sessions can be co-facilitated by students. You could host simulations and design a pass/fail peer assessment for students to provide feedback to each other. Think speed dating without the pressure! These are just some ideas to bring the students together at a pre-determined time in the online classroom.
Step 5: Assess Learners
Use rubrics and peer reviews to determine the individual contribution of group members, as well as the learners’ ability to follow instructions, demonstrate research effort and skills, communication skills, and critical-thinking skills (Norman and Schmidt, 2000). You could consider adding bonus points for student reflection on the process.
Step 6: Evaluate Your Process
This stage is imperative to close the learning loop. You could provide a short anonymous survey to the students, or poll anonymously in your synchronous session. Self-reflection is also a powerful tool to measure the effect of PBL on individuals. Would you have designed problems differently pre-COVID19 compared to post-COVID? Did you make the process enjoyable? Did you learn from it? Think of this as a wonderful opportunity for self-reflection. You and the learners may have to move between steps and recalibrate as necessary, making important decisions as a group.
The sudden COVID-19 pandemic galvanized broader changes in the modern world. However, this needs new attitudes and behaviours that could shape our life and amongst the top ones are the capacity to learn through problem-solving (Bird, 2020). The learning gained through problem solving with an open mind can help promote understanding the frequency and speed of societal changes and the reasons behind those changes. PBL emphasizes a required focus on the “bigger picture” of a shared journey, i.e. the relation of what we are going through to both our life and our livelihood (Nurtanto et al., 2020). Students who adopt PBL skills can increase their risk tolerance. This builds confidence in evidence-based opinions and perspectives. PBL allows students to cultivate strategies to be collaborative and adaptable.(Buheji and Buheji, 2020).
References
Bird, D. (2020). Planning your post-COVID-19 return: 8 kinds of attitudes about risk. Enterprisers Project.
Ertmer, P. A., & Simons, K. D. (2006). Jumping the PBL implementation hurdle: Supporting the efforts of K–12 teachers. Interdisciplinary Journal of Problem-based Learning, 1(1), 5.
Meister, J. (2020). The Impact of The Coronavirus on HR and The New Normal of Work. Forbes. 31 March. Accessed on: 10/4/2020.
Norman, G. R., & Schmidt, H. G. (2000). Effectiveness of problem-based learning curricula: Theory, practice and paper darts. Medical Education, 34(9), 721–728.
Nurtanto, M., Fawaid, M., & Sofyan, H. (2020). Problem Based Learning (PBL) in Industry 4.0: Improving Learning Quality through Character-Based Literacy Learning and Life Career Skill (LL-LCS). International Journal of Physics: Conference Series (Vol. 1573, No. 1, p. 012006), July. IOP Publishing.
Wlodkowski, R. J. (2008). Enhancing adult motivation to learn: a comprehensive guide for teaching all adults. San Francisco, CA: Jossey-Bass.
Anna meer
HBComm, MEd