What Is Problem-Based Learning?

There are many strategies instructors can use to engage their learners in meaningful learning. One approach, problem-based learning, has its roots in medical education. It was first introduced in the 1950s at Case Western Reserve University. Faculty preparing doctors needed a way to support students’ ability to apply professional skills and knowledge in real-world contexts. Problem-based learning influenced the instructional approaches and curriculum used in medical schools by challenging medical professionals to help their students apply their content knowledge to real medical cases. This methodology, eventually called “problem-based learning,” was officially adopted as a pedagogical approach at Canada’s McMaster University to promote students’ ability to apply their scientific knowledge to clinical situations (Neufeld & Barrows, 1974). The model spread to academic programs for law, business, and education. Currently problem-based learning is used as the predominant approach to learning at various institutions of higher education around the world including the University of Delaware, Maastricht University in the Netherlands, Gadjah Mada University in Indonesia, and the University of Limerick in Ireland.Problem-based learning (often referred to as “PBL”) is also the name for an established instructional model of teaching that challenges students to learn and apply knowledge of content through the application of problem-solving skills to solve meaningful problems in the academic disciplines (Kilbane & Milman, 2013). It consists of the following four phases:This model is intended to be used by educators at all educational levels and settings to build learners’ problem-solving skills while also solving a problem.Another approach with the same abbreviation, “project-based learning” (also referred to as “PBL”), has also become popular in many educational settings. Projectbased learning is a method to promote students’ engagement in the learning process through the structuring of learning around the accomplishment of projects or tasks that have meaning and relevance for the learner. In this type of learning, students have a great deal of say about the projects they will work on and how they will work on them. Although project-based learning shares much in common with problembased learning, they are two distinct models of learning. In both models, instructors motivate students by centering learning on the accomplishment of a meaningful goal. In problem-based learning, that goal is solving a problem. In project-based learning, the goal is completion of a project. Table 1 compares these two learning models.There are many ways in which online educators can use problem-based learning. It can be employed as a major problem that takes a long period of time for students to solve (e.g., over the course of an entire semester), or it can be used during a shorter period of time (e.g., one lecture). Often PBL is incorporated as a case. There are many case-related resources available online. A key feature of problem-based learning is identifying a “good” problem for learners to solve. Problems are chosen or developed by the instructor to correspond with learning goals and objectives. According to Schmidt, Rotgans, and Yew (2011), good problems have certain characteristics, which are:The use of problem-based learning in online settings provides instructors with an approach to designing instruction that provides learners with authentic, real- world learning experiences.

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