PROBLEM BASED LEARNING METHOD

1.     Definition

Problem based learning is one of those pedagogic Phenomenon that is both a learning activity and an assessment. Problem based learning is a student centre learning strategy in which learners confront contectualised, ill-structured problems similar to real world situations

Problem based learning.

2.  STRUCTURE OF PBL

PBL has many forms according to Atherton, J S (2005). In general, a good PBL project should have the following elements:

Ø  Problems should be related to real-world.

Ø  Unlike traditional method of problem solving where learners receive prior content knowledge to apply on well-defined problems, problems in PBL are not usually questions that students can easily answer with prior input of knowledge. They must explore.

Ø  Problems in PBL are presented to learners deliberately at the beginning of the learning process.

Ø  Problems should allowed teamwork that is the project is large enough for teamwork, and that each team member will benefit from the collaboration.

Ø  Teacher becomes a facilitator whose role can be a subject matter expert, resource guide and a task group consultant.

Ø  A good PBL problem should be given long enough time for learners to participate.

Ø  PBL is most effective if it is defined across multi-disciplines.

3.   ADVANTAGES OF PROBLEM BASED LEARNING

• PBL encourages deep learning by replacing lectures with discussion forums, faculty mentoring, and collaborative research, students become actively engaged in meaningful learning.
• Direct instruction is reduced.
• PBL activates prior knowledge.
• PBL encourages critical thinking.
• PBL learners tend to be more competent in information seeking skills than traditional learners.
• PBL is related to real-life situations, these skills are highly transferable.
• Learning is driven by challenging, open-ended problems.
• Social interaction is a very important skill.

4.   DISADVANTAGES OF PROBLEM BASED LEARNING

• A good PBL design is very timely to set and timely to engage.
• Not all teachers can become good facilitators,
• PBL requires more contact hours and more contact staff.
• For many course coordinators, they worry that PBL means reduce specific content knowledge, which is true.
• To design a perfect PBL problem with multi disciplines in a curriculum.
• Assessing students in teamwork is a common issue in group assessments.