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About 10,000 papers for “Problem-based learning”
Helen Blanchett, Chris Powis, Jo Webb · Facet eBooks · 2018
Problem-based learning (PBL) is a student-centred pedagogic approach in which learners work collaboratively to solve problems and reflect on their experiences. It was pioneered and used extensively at McMaster University in Canada. It has also been widely applied in the UK within medical education.
Cited by 15
Coral Pepper · 2014
Cited by 8
PHILIP LIU, Letty M. P. Liu · 2026
There is no consensus as to what constitutes Problem Based Learning (PBL) but the important distinction between PBL and the lecture format, is that it involves active learning by enquiry. 1 Customarily, a group of learners are set a task that requires them to divide tasks between them and then work as a group to develop solutions. The group are assisted by a facilitator, who may not know anything about the topic being researched. The role of the facilitator is to help the group co-operate in the work and progress to a conclusion.
Cited by 0
McKeown, JM, Bridges, SM, Hmelo-Silver, C.E · The HKU Scholars Hub (University of Hong Kong) · 2018
Cited by 0
Illinois Mathematics and Science Academy · DigitalCommons-IMSA (Illinois Mathematics and Science Academy) · 2008
Problem-based learning (PBL) is focused experiential learning organized around the investigation and resolution of messy, real-world problems. PBL engages students as stakeholders immersed in a messy, illstructured, problematic situation. PBL organizes curriculum around this holistic problem, enabling student learning in relevant and connected ways. PBL creates a learning environment in which teachers coach student thinking and guide student inquiry, facilitating learning toward deeper levels of understanding while entering the inquiry as a co-investigator.
Cited by 0
Drake, John · NOVA (University of Newcastle Australia) · 2003
The School of Architecture at the University of Newcastle, NSW, Australia was the first Architecture School in the world to adopt Problem Based Learning (PBL) principles for its whole course program. The course structure at Newcastle is distinguished from the general Problem Based Learning model by the creation of an additional Integration Domain, referred to as Design Integration. This structure, which is referred to as Integrated Problem Based Learning (IPBL), closely approximates the integrated process of professional practice. This paper discusses the IPBL course at Newcastle, some 17 years after its inception and observes some of the problems encountered with its implementation. [Note: title on contents of Proceedings CD-Rom is listed as 'Architecture@Newcastle'].
Cited by 0
Keith J. Topping · 2023
Cited by 6
Christine Alavi · 2002
Cited by 6
Richard Walker · Proceedings of the International Conference on Networked Learning · 2012
This paper reports on the evaluation findings for a postgraduate Law programme following a problem-based learning (PBL) curriculum, which introduced group wiki and blogging tools for students to use in support of a series of unguided group research activities. Following a face-to-face PBL session where students were presented with a new problem and brainstormed learning outcomes and tasks as a framework to solve it, the virtual tools were then employed to support discussion and sharing of research outside the classroom, leading to the production of a collaborative solution by the group. The problem-based exercises targeted higher order thinking, with students encouraged to demonstrate skills in articulating and explaining the solutions they had reached in relation to the case problem, as well as negotiating and interpreting issues. This paper considers the online stage of the PBL process, looking at the reception of the study methods for the research activity and the effectiveness of the web tools in supporting the unguided group research tasks. Evaluation focused on levels of student engagement during the performance of the research tasks and the nature of the online learning exchanges to see whether they reflected the higher-order thinking which had been targeted by the course instructor in the PBL exercises. Findings are drawn from a mixed-mode evaluation of the first delivery of this course in 2009, carried out through activity logs, content analysis of blog posts and focus group interviews. The results reveal a positive reception for the learning methods and tools with evidence of higher order thinking and reflective skills in the logged exchanges as students became accustomed to the new learning methods. The pattern of contributions gradually evolved from 'one-shot' postings of solutions to critiques of peer contributions and revision of original posts, demonstrating collaborative working between group members towards an agreed solution. However, this study highlights the challenges for instructional support in the management of the learning process for these tasks - specifically in addressing students' anxiety over their performance in the online tasks and a perceived need for individual and collective feedback in support of the unguided research task. Getting the balance right in providing facilitation rather than direction in the conduct of the unguided research tasks, whilst providing adequate feedback on student performance, remains a challenge for PBL tutors and a theme for further research.
Cited by 0Open access
Coral Pepper · 2015
Cited by 25
Elsevier eBooks · 2008
Cited by 16
Richard I. Land, Siân Bayne · 2006
Cited by 1
2002
The ways in which assessment is structured in any course will have a major effect on how students learn. Assessment can be helpful for students’ learning when it is integral to it, or it can merely concentrate on factual recall as is done in closed-book examinations, enticing students into rote learning. This chapter will discuss the processes and forms of assessment used within a problem-based course, showing how assessment criteria published in advance, integrated assessment items and teacher feedback enrich learning. It will also explain the role of group and individual assessment, giving examples derived from our experience. The chapter incorporates comments made by third-year students about their experiences of assessment.
Cited by 4
Stephanie F. Stokes, TL Whitehill · 1997
Many departments and individuals are considering adopting a problem-based learning (PBL) approach in their programmes. It may be helpful for teachers to hear about our experience with the design and implementation of a pilot project using PBL in Speech and Hearing Sciences. We were attracted to PBL because we face two major problems: teachers are required to ensure coverage of an ever-expanding knowledge base, and students are required to integrate content across subjects. PBL specifically addresses these issues as it is based on studentcentred learning whereby students identify their learning goals, learning resources and learning pace, and evaluate their learning, with teachers acting as guides in the process. Over several years we had tried various modifications to our curriculum to include case studies, multi-media learning packages, and hybrids of problembased learning. Although these modifications helped somewhat, both staff and students were frustrated by the piece-meal implementation of innovations within an existing curriculum. We recognized the need for a complete revision of the teaching/learning paradigm, possibly to a PBL approach and instigated a pilot project as a first step. The pilot was motivated by reports of the effectiveness of PBL at the University of Hong Kong (Dixon, 1996; Kwan, 1996; Stokes, 1994) and elsewhere (e.g., Dolmans, 1994; Ma, 1996; Mullins, 1995; Simsen, 1996; Woodward, 1989).
Cited by 3
Muhammad Athar Hussain, Muhammad Nafees, Dr. Nabi et al. · 2016
Abstract: Teaching literature to L2 learners demands methodological training and innovative strategies to bring effectiveness in learning. Problem based instructional strategy is being widely used to determine its impact on learner’s achievement, retention, attitude etc. This paper explores the impact of Problem based learning method (PBLM) and Traditional lecture method on achievement of L2 learners in the learning of literature at grade XII in Pakistan. An experiment was conducted on 67 students, 34 for control group and 33 for experimental group, of Federal Government postgraduate college H-8 Islamabad. Pre-test and post-test design was used to compare students ’ achievement. Grade-XII English book was selected for lessons to be taught by PBLM and traditional lecture method. The pre-test and post-test was administered according to the paper pattern of Federal Board of Intermediate and Secondary Education Islamabad. The collected data was analyzed statistically. The results showed that there was a significant difference between the achievement score of experimental group and that of the control group. The result also showed that Problem based learning method was more effective in enhancing achievement level of the students and helpful for teaching literature to L2 learners. It was recommended that PBLM may be adopted for literature teaching at XII grade level.
Cited by 0
ATE Central (National Science Foundation)
"How can I get my students to think?" is a question asked by many faculty, regardless of their disciplines. Problem-based learning (PBL) is an instructional method that challenges students to "learn to learn," working cooperatively in groups to seek solutions to real world problems. These problems are used to engage students' curiosity and initiate learning the subject matter. PBL prepares students to think critically and analytically, and to find and use appropriate learning resources. In order to access this clearinghouse you will need to register.
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Jerome D. Scripture A, Distributed Problem-based, Learningscripture Jerome et al. · 2008
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IvaNov, Alexey ValentiNovich · The Research Repository @ WVU (West Virginia University) · 2021
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Nurul Izza · 2010
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Tuti Aisyah, Raudatul Zannah, Elvinzie A.E.L et al. · Incrementapedia Jurnal Pendidikan Anak Usia Dini · 2022
Tujuan Penelitian ini untuk menganalisa pencapaian aspek seni pada pendidikan anak usia dini non-formal yaitu biMBA AIUEO. Peneliti membuat kegiatan perencana dan penelitian tindakan kelas yang berfungsi sebagai Menanamkan cinta lingkungan kepada peserta didik sejak usia dini. Mecapai ragam aspek pencapaian salah satunya aspek seni dalam pendidikan anak usia dini. Membentuk kemandirian anak dalam memecahkan masalah dalam kehidupan sehari hari sehinga tercipta life skill melalui model pebelajar student center dan metode pembelajaran problem based learning. Subjek penelitian pada peserta didik yang berusia kelompok B jumlah 10 peserta didik. Hasil penelitian tindakan kelas pada kegiatan pra siklus hanya 37% kategori siswa belum berkembang pada siklus I sebesar 44.5% mulai berkembang dan setelah melakukan siklus II ada peningkatan menjadi 60.5% berkembang sesuai harapan.
Cited by 8Open access