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Learning from Problem
Learning from Problem
Problem Base Learning (PBL) is a pedagogy where students investigate a problem with unresolved issues in the specific context in order to find a solution with obtaining wider knowledge practically with student-centred inquiry (Biggs & Tang, 2011; Awacorachet al., 2021). Conceptualization of problem or issue is an initiator of the learning process as students’ knowledge is constructed by their questioning and searching of relevant evidences (Biggs & Tang, 2011; Awacorach et al., 2021).
Learning approaches in PBL
Learning approaches in PBL
In order to rise learning motivation through PBL, how teachers design learning tasks is vital for students to value the success of expected learning outcomes (Biggs & Tang, 2011). The learning tasks of PBL contain critical reflection which represent inquiry-based learning and product production which related to project-based learning so that deep learning can be fostered (Richards, 2015).
Role of teachers in PBL
Role of teachers in PBL
The complex structure of learning requires high quality of supervisions in PBL (Biggs & Tang, 2011; Johansson & Svensson, 2019). In this student-centred pedagogy, it is essential to clear students’ individual learning needs on basis of self-reflection and relevance of content from dialogue learning. As a result, the best solution is formed by comparing all ideas among group members after the supervisions and new knowledge can be constructed eventually. For more detail on PBL supervision styles, please click here.
Our investigation of PBL was under the following framework, developed by Richards, (2015) and Biggs & Tang, (2011).
PBL.pdfReferences
References
Awacorach, J., Jensen, I., Lassen, I., Olanya, D.R., Zaharia, H.L., & Tabo, G.O. (2021). Exploring transition in higher education: engagement and challenges in moving from teacher-centered to student-centered learning. Journal of Problem Based Learning in Higher Education, 9(2), 113-130. https://doi.org/10.5278/ojs.jpblhe.v9i2.5262
Biggs, J.B., & Tang, C. S. (2011). Teaching for quality learning at university (4th ed.). Open University Press.
Johansson, M., & Svensson, T. (2019). Individual reflection paper- Supporting students’ learning in the critical phase of self-directed learning in PBL. Journal of Problem Based Learning in Higher Education, 7(1), 97-106. https://doi.org/10.5278/ojs.jpblhe.v7i1.2418
Richards, C. (2015). Outcomes-based authentic learning, portfolio assessment, and a systems approach to “complex problem-solving”: Related pillars for enhancing the innovative role of PBL in future higher education. Journal of Problem Based Learning in Higher Education, 3(1), 79-95. https://doi.org/10.5278/ojs.jpblhe.v3i1.1204
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