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Abstract
We have applied Problem-Based Learning (PBL) on an introductory programming course for several years with positive results. In this paper we present the outcomes and discuss our experiences of applying a modified version of PBL such that needs less tutoring resources and could better be used in large-scale courses, too. PBL has many positive effects on studying: Students report that they liked the social aspect of studying in a group. Generally students appreciated the possibility to be active participants in a course. On the other hand, group dynamic difficulties, tolerance of uncertainty and demanding studying skills caused problems that were too hard to overcome to some students. In this paper we introduce different versions of PBL, discuss efficiently and inefficiently working PBL groups and present their characters. We also discuss the possible reasons for differently working groups. Finally, we give some suggestions for interventions that might help the PBL groups to work better.
Highlights
Problem Based Learning (PBL) is a learning method supporting the social constructivist (Vygotsky, 1978; Gunstone, 2002), the experiential learning theories (Dewey, 1953/1991; Kolb, 1984) and Person-Centered Learning (Rogers, 1980; 1983)
Students are given cases, which deal with practical problems and phenomena related to course topics, and they come together in groups to discuss the problem and what they should learn about it
This method has been widely used in medical sciences and law and business schools (Huey, 2001)
Summary
Problem Based Learning (PBL) is a learning method supporting the social constructivist (Vygotsky, 1978; Gunstone, 2002), the experiential learning theories (Dewey, 1953/1991; Kolb, 1984) and Person-Centered Learning (Rogers, 1980; 1983). Students are given cases, which deal with practical problems and phenomena related to course topics, and they come together in groups to discuss the problem and what they should learn about it. This method has been widely used in medical sciences and law and business schools (Huey, 2001). In Helsinki University of Technology we adopted the PBL method for one small-scale, i.e. about 30 students yearly, introductory programming course in 1999 This course (course code T-106.219), hereafter called the PBL-0 course, has been given yearly since with surprisingly good results (Nuutila et al, 2005).
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