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About 10,000 papers for “Problem-based learning”

Problem-Based Case Learning Basics

ATE Central (National Science Foundation)

This page from the Problem-based Case Learning (PBCL) project provides some basic information on the educational model of PBCL. The following questions are examined: What is Problem Based Case Learning? Where is it used? What does it include? and What are its benefits? Benefits to students, instructors and business partners are also highlighted.

Cited by 0

What Is Problem-Based Learning?

Natalie B. Milman, Clare R. Kilbane · Distance Learning · 2017

There are many strategies instructors can use to engage their learners in meaningful learning. One approach, problem-based learning, has its roots in medical education. It was first introduced in the 1950s at Case Western Reserve University. Faculty preparing doctors needed a way to support students’ ability to apply professional skills and knowledge in real-world contexts. Problem-based learning influenced the instructional approaches and curriculum used in medical schools by challenging medical professionals to help their students apply their content knowledge to real medical cases. This methodology, eventually called “problem-based learning,” was officially adopted as a pedagogical approach at Canada’s McMaster University to promote students’ ability to apply their scientific knowledge to clinical situations (Neufeld & Barrows, 1974). The model spread to academic programs for law, business, and education. Currently problem-based learning is used as the predominant approach to learning at various institutions of higher education around the world including the University of Delaware, Maastricht University in the Netherlands, Gadjah Mada University in Indonesia, and the University of Limerick in Ireland.Problem-based learning (often referred to as “PBL”) is also the name for an established instructional model of teaching that challenges students to learn and apply knowledge of content through the application of problem-solving skills to solve meaningful problems in the academic disciplines (Kilbane & Milman, 2013). It consists of the following four phases:This model is intended to be used by educators at all educational levels and settings to build learners’ problem-solving skills while also solving a problem.Another approach with the same abbreviation, “project-based learning” (also referred to as “PBL”), has also become popular in many educational settings. Projectbased learning is a method to promote students’ engagement in the learning process through the structuring of learning around the accomplishment of projects or tasks that have meaning and relevance for the learner. In this type of learning, students have a great deal of say about the projects they will work on and how they will work on them. Although project-based learning shares much in common with problembased learning, they are two distinct models of learning. In both models, instructors motivate students by centering learning on the accomplishment of a meaningful goal. In problem-based learning, that goal is solving a problem. In project-based learning, the goal is completion of a project. Table 1 compares these two learning models.There are many ways in which online educators can use problem-based learning. It can be employed as a major problem that takes a long period of time for students to solve (e.g., over the course of an entire semester), or it can be used during a shorter period of time (e.g., one lecture). Often PBL is incorporated as a case. There are many case-related resources available online. A key feature of problem-based learning is identifying a “good” problem for learners to solve. Problems are chosen or developed by the instructor to correspond with learning goals and objectives. According to Schmidt, Rotgans, and Yew (2011), good problems have certain characteristics, which are:The use of problem-based learning in online settings provides instructors with an approach to designing instruction that provides learners with authentic, real- world learning experiences.

Cited by 0Open access

What is Problem-Based Learning?

Lorna Uden, Chris Beaumont · IGI Global eBooks · 2006

Employers today are demanding communication, team, and problem-solving skills. Few of these skills are evident in the classroom, as students memorise facts for regurgitation. According to Vernon and Blake (1993), problem-based learning is more than a teaching method. It is a complex mixture of general teaching philosophy, learning objectives, and goals. PBL is an instructional approach that uses problems as a context for students to acquire problem-solving skills and knowledge. This chapter describes the shift from traditional teaching methods to PBL. It discusses the characteristics of PBL and explains how it differs from other approaches, such as case-based, project-based, and lecture-based approaches.

Cited by 13

Supporting Distributed Problem-Based Learning

Joerg Zumbach, Annette Hillers, Peter Reimann · IGI Global eBooks · 2004

In this chapter we discuss possibilities and shortcomings of Internet usage for distributed problem-based learning. Several problems with the use of computer-mediated communication for collaborative learning online are identified. In our approaches we use data that is automatically tracked during computer-mediated communication and extract relevant information for feedback purposes. Partly automatically, partly manually prepared the feedback is a rich resource for learners to manage their own collaboration process as well as subsequent problem-solving processes. In a synchronous and an asynchronous distributed problem-based learning environment, we show how we applied this methodology to support learners’ motivation and problem solving. Analyses show encouraging benefits of our approach in overcoming common problems with computer-mediated communication.

Cited by 37

Introduction to Problem-based Learning

Jos Moust, Peter A.J. Bouhuijs, Henk G. Schmidt · 2019

Are you a student about to enrol on a Problem-based Learning course? Or are you currently engaged in Problem-based Learning and want to get the most out of your course? Are you tutoring a course in Problem-based education? This book will help you understand this popular learning method. It enables students and teachers to experience the full potential of Problem-based Learning. Introduction to Problem-based Learning pays particular attention to the skills students need to operate within, as well as outside of Problem-based groups.

Cited by 12

Implementasi pendekatan problem based learning

Dyah Pitaloka · Zenodo (CERN European Organization for Nuclear Research) · 2026

Artikel ini menjelaskan tentang model pembelajaran berbasis problem based learning (PBL) pada mata pelajaran pendidikan agama islam tingkat SMA. Adapun rumusan masalah yang diangkat adalah 1). Apa saja permasalahan yang dialami siswa selama masa pembelajaran? 2). Bagaimana solusi untuk mengatasi masalah yang dialami siswa selama pembelajaran? Artikel ini ditulis menggunakan penelitian problem based learning. Adapun beberapa masalah yang dialami siswa tingkat sekolah menengah atas (SMA) meliputi berkurangnya rasa minat dalam belajar pendidikan agama islam, banyaknya gangguan selama masa belajar, siswa seringkali mengalami sulit dalam berkonsentrasi, dan juga tidak bisa menikmati mata pelajaran tertentu. Adapun solusi untuk mengatasi problem tersebut diantaranya, memperkenalkan Agama Islam lebih dalam kepada siswa sejak kecil juga merupakan salah satu cara yang dapat dilakukan dan menjadikan agama sebagai dasar dari segala sesuatu, meyakinkan siswa bahwa belajar agama itu penting adalah salah satu cara untuk menghindari masalah ini,dan juga orang tua harus bisa menunjukkan bahwa ibadah sangat penting dalam Islam orang tua juga harus memberi tahu anaknya bahwa beribadah itu penting dan wajib bagi umat Islam dengan memberikan contoh yang baik dan benar.

Cited by 0Open access

Reflections on problem-based learning

Christensen, Jens · VBN Forskningsportal (Aalborg Universitet) · 2004

The article develops a framework for discussing the complexity of PBL, and contributes to the explicit discussion of the underlying intentions of PBL, and by means of the argumentation that leads to the framework.

Cited by 1

Center for Problem-Based Learning

Illinois Mathematics and Science Academy · DigitalCommons-IMSA (Illinois Mathematics and Science Academy) · 1997

Problem-based learning (PBL) is an educational approach that organizes curriculum and instruction around carefully crafted "ill-structured" problems. Students gather and apply knowledge From multiple disciplines in their quest for solutions. Guided by teachers acting as cognitive coaches, they develop critical thinking, problem solving, and collaborative skills as they identify problems, formulate hypotheses, conduct data searches, perform experiments, formulate solutions and determine the best "fit" of solutions to the conditions of the problem. Problem-based learning enables students to embrace complexity, find relevance and joy in learning, and enhance their capacity for creative and responsible real-world problem-solving.

Cited by 0Open access

Problem Based Learning in Mathematics

Malathi Letchumanan · Universiti Putra Malaysia Institutional Repository (Universiti Putra Malaysia) · 2009

Research shows that the introduction of problem based learning (PBL) could foster student-centered learning, enhances students' abilities in learning, change their perception towards the subject matter and creates active learners.Although this approach has been applied in other disciplines, there is still lack of research focusing on the adoption of PBL approach in the Mathematics curriculum in countries such as Malaysia. Thus, this paper examines and summarizes some of the research conducted in the area of PBL in teaching and learning Mathematics and its effectiveness from students' perspective. The review shows PBL adoption in Mathematics is gaining positive feedbacks from students even though there are no convincing evidence to prove that PBL does in fact increase students' performance.

Cited by 46Open access

Problem-based learning in astrophysics

Derek Raine, J. L. Collett · European Journal of Physics · 2003

Problem-based learning (PBL) can be integrated into the curriculum in many different ways. We compare three examples of PBL in undergraduate astrophysics programmes, and discuss the strengths and weaknesses of the various approaches.

Cited by 29