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What is Problem-Based Learning (PBL)

Chapter 8
Handbook of Research on Applied E-Learning in Engineering and Architecture Education
Is an instructional, learner centred approach that empowers learners to conduct research, integrate theory and practice, and apply knowledge and skills to develop a viable solution to a defined problem.
Published in Chapter:
Methodology Applied Problem-Based Learning in Teaching HCI: A Case Study in Usability Evaluation of an Online Course
Ana Grasielle Dionísio Corrêa (Universidade Presbiteriana Mackenzie, Brazil) and Valéria Farinazzo Martins (Universidade Presbiteriana Mackenzie, Brazil)
Copyright: © 2016 |Pages: 19
DOI: 10.4018/978-1-4666-8803-2.ch008
Abstract
Problem-based Learning (PBL) is an instructional approach that uses a real problem to focus, motivate and facilitate learning relevant to the future performance of student conceptual, procedural and attitudinal knowledge as professional life. This paper presents and discusses the implementation of PBL teaching model in Human Computer Interaction (HCI), specifically in teaching usability evaluation of an online course. The model was applied to three classes of the HCI course, involving 16 students, a Brazilian University and 82 users. The methodology and results are presented in this work.
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Chapter 11
Modern Technologies Used in Education
Learning that is done by starting from a problem and by finding the solution the learner is guided to the concept that is being taught. In PBL the student starts from the application and gets to the theory.
Published in Chapter: Modern Technologies Used in Education; From: Developing Technology Mediation in Learning Environments
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Chapter 19
Informatics Education Enhanced by Problem-Based Learning Model via E-Learning: Experience From BSU Project at SUA
Problem-based learning (PBL) is a student-centered pedagogy in which students learn about a subject through the experience of problem solving. Students learn both thinking strategies and domain knowledge. The PBL format originated from the medical school of thought, and is now used in other schools of thought too. The goals of PBL are to help the students develop flexible knowledge, effective problem solving skills, self-directed learning, effective collaboration skills and intrinsic motivation. Problem-based learning is a style of active learning.
Published in Chapter: Informatics Education Enhanced by Problem-Based Learning Model via E-Learning: Experience From BSU Project at SUA; From: Handbook of Research on Program Development and Assessment Methodologies in K-20 Education
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Chapter 9
Application-Based Learning and Digital Tools to Enhance Student Outcomes in Socio-Behavioral and Economic Sciences
an approach in which complex real-world problems are used as the vehicle to promote student learning of concepts and principles as opposed to direct presentation of facts and concepts.
Published in Chapter: Application-Based Learning and Digital Tools to Enhance Student Outcomes in Socio-Behavioral and Economic Sciences; From: Experiences and Research on Enhanced Professional Development Through Faculty Learning Communities
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Chapter 7
The Gamification in Online Environments in the Context of the Flipped Classroom
Is a teaching method in which complex real-world problems are used as the vehicle to promote student learning of concepts and principles as opposed to direct presentation of facts and concepts.
Published in Chapter: The Gamification in Online Environments in the Context of the Flipped Classroom; From: Online Distance Learning Course Design and Multimedia in E-Learning
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Chapter 8
Information Literacy Practices Using Active Teaching-Learning Methodologies in Higher Education
Starts with the resolution of problems or challenges that need to have a real application and are proposed by the teacher.
Published in Chapter: Information Literacy Practices Using Active Teaching-Learning Methodologies in Higher Education; From: Role of Information Science in a Complex Society
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Chapter 6
21st Century Problem-Based Learning: A Medical Education Asset by Rational Design or Retrofit
A small-group active learning modality in which students work through a problem together (e.g., a clinical case), identifying gaps in their knowledge, constructing learning objectives to address their knowledge gaps, researching identified topics, and presenting their findings to peers in their group and their faculty facilitator.
Published in Chapter: 21st Century Problem-Based Learning: A Medical Education Asset by Rational Design or Retrofit; From: Handbook of Research on the Efficacy of Training Programs and Systems in Medical Education
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Chapter 15
Innovative Instructional Methods Integrating 21st-Century Competencies
The student-centered pedagogy in which students solve open-ended, real-world problems to learn subject matter through experience.
Published in Chapter: Innovative Instructional Methods Integrating 21st-Century Competencies; From: Handbook of Research on Barriers for Teaching 21st-Century Competencies and the Impact of Digitalization
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Chapter 30
Redefining the Higher Education Landscape through Problem-Based Learning
Learning that results from the process of working toward the understanding of a resolution of a problem, i.e. both a curriculum and a process.
Published in Chapter: Redefining the Higher Education Landscape through Problem-Based Learning; From: Handbook of Research on Teaching and Learning in K-20 Education
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Chapter 13
“Let's Hope for the Best!”: Navigating Speedy Delivery and Cultivating Expressive Space in Pandemic-Era Tutoring
A type of learning built on the goal of understanding the process of solving a given problem.
Published in Chapter: “Let's Hope for the Best!”: Navigating Speedy Delivery and Cultivating Expressive Space in Pandemic-Era Tutoring; From: Strategies for Student Support During a Global Crisis
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Chapter 14
Motivating By Design: Using Digital-Game Based Learning Techniques to Create an Interesting Problem-Based Learning Environment
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Chapter 1
Using Inquiry-Based Learning Approaches to Teach Undergraduate Geography
A pedagogical approach akin to IBL in which students usually work in small groups to respond to trigger scenarios such as problems, scenarios or issues. Like IBL, the teacher is a facilitator. The approach was initially developed for medical curricula, but is now widely used across a range of contexts. PBL is seen as a subset of IBL, since it is usually (but not exclusively) focuses on students understanding existing disciplinary knowledge, rather than building new knowledge.
Published in Chapter: Using Inquiry-Based Learning Approaches to Teach Undergraduate Geography; From: Didactic Strategies and Resources for Innovative Geography Teaching
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Chapter 16
The Problem-Oriented Approach in the Basic Mathematical Courses for Engineering Education
Learning based on self-searching for solutions to specific problems under the guidance of a teacher.
Published in Chapter: The Problem-Oriented Approach in the Basic Mathematical Courses for Engineering Education; From: Handbook of Research on Engineering Education in a Global Context
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Chapter 63
Inciting Grassroots Change
PBL assignments typically present challenging, open-ended, and ill-defined problems for students to address, typically in groups. Emphasis is on teaching students effective processes for collaboration, decision-making, and self-directed learning.
Published in Chapter: Inciting Grassroots Change; From: Encyclopedia of Strategic Leadership and Management
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Chapter 4
Utilizing What We Know About How People Learn
Is a student-focused approach to teaching that uses real problems as the content of the lesson and encourages students to develop problem-solving skills.
Published in Chapter: Utilizing What We Know About How People Learn; From: Preparing Agriculture and Agriscience Educators for the Classroom
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Chapter 8
Voices of Educators: Perspectives and Experiences Using Active Learning Models
Instructional method where relatable problems are assigned at the start of the instruction cycle and used to provide the context for the learning that follows.
Published in Chapter: Voices of Educators: Perspectives and Experiences Using Active Learning Models; From: Handbook of Research on Active Learning and Student Engagement in Higher Education
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Chapter 1
Finding Balance: Social Media Use in Higher Education
Given a challenging situation, or complex problem, students are given extended time to investigate and work.
Published in Chapter: Finding Balance: Social Media Use in Higher Education; From: Preparing the Higher Education Space for Gen Z
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Chapter 4
STEM Education for Girls: Perspectives of Teachers During a Makeathon
Student-driven and teacher guided in-depth inquiry that encourages problem-solving, collaboration, and critical thinking skills reflective of real-world problems focusing on the problem and the process.
Published in Chapter: STEM Education for Girls: Perspectives of Teachers During a Makeathon; From: Overcoming Current Challenges in the P-12 Teaching Profession
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Chapter 9
From EMI to ICLHE: Teacher Development for L2-Medium Instruction in a Teacher Education Institution
A pedagogical approach in which learning emerges through the experience of attempting to solve complex real-life open-ended problems.
Published in Chapter: From EMI to ICLHE: Teacher Development for L2-Medium Instruction in a Teacher Education Institution; From: Teacher Training for English-Medium Instruction in Higher Education
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Chapter 45
Educational Geotrekking
A learning model where students acquire knowledge by tackling authentic ill-defined problems. Typically the learners will have to persevere and make and justify assumptions to achieve their goal.
Published in Chapter: Educational Geotrekking; From: Encyclopedia of Information Technology Curriculum Integration
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Chapter 1
Fostering Problem-Based Learning (PBL) in Chinese Universities for a Creative Society
As an innovative educational model, problem-based learning (PBL) has been widely used in diverse disciplines and cultures throughout the world. In PBL, students’ learning centers on complex problems that do not have a single answer or solving real-life projects. Students work in collaborative groups to identify what they need to learn in order to solve the problems. The teacher acts to facilitate the learning process rather than to provide knowledge. So “student-centered learning” is the core philosophy of PBL.
Published in Chapter: Fostering Problem-Based Learning (PBL) in Chinese Universities for a Creative Society; From: Global Perspectives on Fostering Problem-Based Learning in Chinese Universities
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Chapter 8
Integrated Physics Learning Using an Interdisciplinary Inquiry Learning Space: An Exploratory Study Using Computer Programming
Is a student-centered approach in which students learn about a subject by working in groups to solve an open-ended problem.
Published in Chapter: Integrated Physics Learning Using an Interdisciplinary Inquiry Learning Space: An Exploratory Study Using Computer Programming; From: Handbook of Research on Interdisciplinarity Between Science and Mathematics in Education
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Chapter 98
ThinkTeam: GDSS Methodology and Technology as a Collaborative Learning Task
PBL is learning that is based on an analysis of an authentic or simulated real-life problem.
Published in Chapter: ThinkTeam: GDSS Methodology and Technology as a Collaborative Learning Task; From: Encyclopedia of Decision Making and Decision Support Technologies
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Chapter 7
Design Thinking at EPS: An Interdisciplinary and International Experience
Learning method intrinsically based on developing solutions to complex problems.
Published in Chapter: Design Thinking at EPS: An Interdisciplinary and International Experience; From: Handbook of Research on Improving Engineering Education With the European Project Semester
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Chapter 7
Problem-Based Learning (PBL) and Employability Skills Development in the Hospitality Sector
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Chapter 3
A Collaborative Active Learning Model as a Vehicle for Online Team Learning in Higher Education
It is generally defined as an instructional, active method for teaching which facilitates students’ initiation of directing their own learning.
Published in Chapter: A Collaborative Active Learning Model as a Vehicle for Online Team Learning in Higher Education; From: Handbook of Research on Blended Learning Pedagogies and Professional Development in Higher Education
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Chapter 20
Investigation of Pre-Service Teachers' Self-Efficacy and Their Views on Problem-Based Learning
This is a learning method in which learners work towards solutions for problem situations through an active research process.
Published in Chapter: Investigation of Pre-Service Teachers' Self-Efficacy and Their Views on Problem-Based Learning; From: Design and Implementation of Higher Education Learners' Learning Outcomes (HELLO)
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Chapter 1
Fostering Creative Problem Solvers in Higher Education: A Response to Complexity of Societies
As an innovative educational model, Problem-Based Learning (PBL) has been widely used in diverse disciplines and cultures throughout the world. In PBL, students’ learning centres on complex problems that do not have a single answer or solving real-life projects. Students work in collaborative groups to identify what they need to learn in order to solve the problems. The teacher acts to facilitate the learning process rather than to provide knowledge. So “student-centred learning” is the core philosophy of PBL.
Published in Chapter: Fostering Creative Problem Solvers in Higher Education: A Response to Complexity of Societies; From: Handbook of Research on Creative Problem-Solving Skill Development in Higher Education
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Chapter 11
Collaborative Learning in Co-Created Digital Space: The Fully Online Learning Community Model
A learning environment that involves presenting with a real-world situation or context wherein they identify a problem of interest to them, study the problem and propose solutions.
Published in Chapter: Collaborative Learning in Co-Created Digital Space: The Fully Online Learning Community Model; From: Handbook of Research on Barriers for Teaching 21st-Century Competencies and the Impact of Digitalization
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Chapter 31
Building an Interactive E-Lab
PBL was first used in the medical faculty to help medical students learn through real-life cases. This method emphasizes the learning process in which students actively engage in collecting information and working through a problem. Students are not working alone, as they can build their own understanding under the guidance of instructor, but the instructor does not do the building for them.
Published in Chapter: Building an Interactive E-Lab; From: Encyclopedia of Distance Learning, Second Edition
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