PROBLEM-BASED LEARNING

8. Problem Based Learning

Problem based learning was first used at McMaster University Medical School and is central to the teaching practices at such higher education institutions as Southern Illinois University, San Diego State University and Samford University . Albanese (2002) explains that in 1998-99, 94% of medical schools reported the use of at least some form of problem based learning practices (p.733).

Some of the basic principles of information processing theory form the basis for problem-based learning (Albanese, 2002, p. 733). The three major elements are: prior knowledge activation, encoding specificity and elaboration of knowledge. Students use prior knowledge to understand new information, the closer the problem is to a real life situation the more likely the student will transfer the new knowledge and students will better understand the new information if they are given an opportunity to elaborate on it.

In problem based learning, students are encouraged and expected to cooperate with their peers in order to find solutions. Taking away competition encourages students to develop clearer understanding and problem solving skills, as the emphasis is not on being better than anyone else. To facilitate this goal, a major tenet of problem-based learning is small group work and cooperative learning.

Bigge & Shermis (1998), explain that the problem-based classroom is “alive, and exciting, more critical and penetrating, and more open to fresh and original thinking… tends to be more rigorous and work-producing (p. 251). They do qualify this by noting that this atmosphere will only be achieved if the problems are true problems. “Often problem-centered teaching has failed because what teachers have chosen as problems have not actually been problems in a psychological sense” (Bigge & Shermis, 1998, p.275). Problems need to be authentic to the situation and to the student. Problems can be person-centered or society centered. The teacher must be aware of what problems will motivate the students to want to search for solutions.

Problem based learning can be effective if used correctly and planned with a great deal of forethought and understanding. Many higher educational institutions have used problem based learning very effectively, especially in the medical field where cooperation and teamwork are vital for success in problem solving. The theory itself draws from many other learning theories. This allows for freedom to use a variety of applications and methods, but also leaves room for error and unsuccessful application. In secondary and elementary education settings, problem based learning is beginning to be used with more success, although it seems that this approach is better used with adults who value the implications of this learning theory in its real world application.

Programmed instruction can be designed as linear or branching programs. Linear programs move students through the units of instruction regardless of correct or incorrect answers. Incorrect answers still allow students to move forward in the same order as correct answers, the difference being the addition of supplementary material for students providing incorrect answers. Branching programs present questions followed by answers that will lead the student to different areas of the program depending on their choice.

Programmed instruction can be helpful in providing extension experiences for motivated students and for remedial support for students having difficulties learning. However, there are many drawbacks to programmed learning, particularly in the design of the program. Typically software developed using PI principles tend to become boring after repeated use, especially linear programs that keep presenting the same material. Branching programs can become confusing as they lead students to different areas of the instructional material. This is especially the case in books that are written using branching PI principles.

PI principles provide very little difference than the traditional style of classroom teaching. Skinner stated, “The computer is the ideal teaching machine… Computers can teach best… by leading the student through carefully prepared instructional programs. They can prime and prompt behavior and reinforce it immediately (Bigge and Shermis 114). Research suggests that linear and branching programs promote students learning equally well and that PI is as effective as conventional classroom teaching (Schunk 72). This places the computer as effective a teaching tool as a teacher who teaches using instructivist techniques.