Course Assignment - Reflection 5

            The article, Problem-based learning (Hung, Jonassen, & Liu, 2008) provides an overview of the development and implementation of PBLs, including major characteristics and effectiveness as well as effectiveness and areas of concern and needed improvement. The purpose of problem based- learning is to provide an opportunity for students to construct knowledge skills by working towards a solution to an authentic problem. The instructional methodology arose in response to combatting rote memorization in the sciences (particularly in 1970s and 1980s health science education) that ill equipped students for clinical problem solving and life-learning skills (p. 487). It has since expanded to various fields and professional education programs as well as k-12 education. Key characteristics of the methodology include a reciprocal relationship between the problem and the knowledge used to attempt to address the problem; a self-directed and student-centered design which allows the opportunity for self-reflection, collaboration, and communication; and role of teachers as facilitators and support (pp. 488-489). PBLs produce better assessments that traditional classrooms in long-term retention of material beyond rote memorization as well as improving student’s problem-solving and higher order thinking skills.  Students in classes utilizing PBLs were encouraged to engage in more self-directed learning, which aided life-long learning process development in addition to the positively received aspect of boosting student confidence in their knowledge and skills.  In addition, PBLs allow the opportunity to incorporate and include technology at various stages within the problem-based learning process from research to communication and demonstration of learned material.  

            However, implementation issues can clash with the positives of using PBLs in the classroom. For example, there can be differences in the definition of self-directed learning between students and facilitators (teachers, tutors, etc). Involved parties (students, teachers, etc) may be reluctant to give up their traditional roles in the classroom in favor of the more student-centered PBL classroom without proper training and continuing support (p. 493-494).  There can also be issues with collaborative group activities without proper guidance, which can downplay the effectiveness of using group processing to seek solutions, and the tendency for experts to provide information rather than guidance towards solutions. Furthermore, implementation at the curriculum and assessment levels can also raise issues which can undermine the benefits of using PBLs, discouraging the practice within the classroom.  For example, although the article describes the use of unstructured problems (with varying opportunities to reach solutions) a poorly constructed problem can be counterproductive if design models (such as the 3C3R PBL design model) are not employed to develop an authentic, student-centered experience. However, the article recommends further research to not only address the short-comings of implementing PBLs in the classroom but to also further investigate the characteristics and impacts of PBLs on student learning outcomes.

             A possible research topic into PBLs could be to investigate the use of problem-based learning in professional development activities to promote utilization in the classroom as well as opportunities for addressing issues in science classrooms. Is there supporting literature to show how professional learning communities use problem-based learning in on-going professional development? In other words, do we model what we expect for students to do in our own continuing professional education or is that why there are issues with implementation?

Hung, W., Jonassen, D. H., & Liu, R. (2008). Problem-based learning. Handbook of research on educational communications and technology, 3, 485-506.