Implications of introducing problem-based learning in a traditionally taught course

Abstract

Problem Based Learning (PBL) is a learning and teaching strategy which endeavours to promote active learning by giving control of the process to the learner. This involves using open-ended and unstructured problems to trigger learning. The students have to analyse the problems, decide what they need to know and, having gained the knowledge, develop appropriate solutions. Group work is an integral part of the strategy, with the sharing and evaluation of learning forming an essential element in the development of solutions. As the students are given control over the detailed curriculum and are required to evaluate and apply their learning, a greater sense of ownership is engendered than would be by the more traditional education process. This, coupled with the excitement of exploration inherent in PBL, creates a noticeable ‘buzz’ among the learners. However, a number of difficulties arise when implementing PBL, especially when attempting to integrate it into a course of study delivered largely using traditional teaching methods. Some of these difficulties are inherent in the PBL process while others arise from the juxtaposition of the two strategies. This paper details the introduction of PBL to one unit of an otherwise traditionally taught programme and discusses some of the implications of this.