Part 1 Core Principles and Components of PBL
The common denominator of problem-based learning (PBL) is using ill-structured problems in the instructional design sequence. Therefore, understanding the PBL pillar and grasping the essential key elements is important. In PBL, the context of problems can powerfully and meaningfully spark curiosity, investigation, and thought among students. A fresh way of looking for and analyzing challenges is required in education. Problems often mirror real-world challenges, making the process of teaching and learning in education more meaningful and applicable. Students can see the direct relevance of what they are learning to situations they might encounter in their personal and professional lives.
PBL empowered student-centered learning activity, where problems naturally evoke curiosity and encourage students to ask questions. The following process of inquiry fosters a deeper understanding of the subject matter as students actively seek answers and solutions. When students are presented with problems that resonate with their interests and experiences, they are more likely to be intrinsically motivated to solve them. This intrinsic motivation can drive more profound and more sustained learning.
PBL supports higher-order thinking skills (HOTs), i.e., critical thinking, creative thinking, problem-solving, and scientific thinking. The complexity of problems requires students to engage in critical thinking. They must analyze information, evaluate different perspectives, and synthesize knowledge to arrive at well-informed solutions. However, this solution cannot be the desired objective answer, but it will be the best way to solve emerging problems that typically always happen in daily life. Problem-solving requires applying various skills such as research, analysis, creativity, and communication. Typically, the higher-order thinking skills developed in solving one type of problem can often be transferred to address other challenges.
Teachers, educators, and lecturers in PBL act as supervisors or facilitators throughout the learning process. The function of the facilitator depends on the nature of the class itself. For example, if the group of students is already familiar with the PBL process, the teacher, facilitator, or lecturer may intervene in the process very minimally. Unlike students who were just introduced to PBL, the more helpful facilitator will ensure that students have a proper PBL activity throughout the project.
PBL is based on students working and learning in teams, which requires developing team and communication capabilities. By collaboration, working on problems in a group setting encourages communication skills, teamwork, and the ability to consider diverse viewpoints. When students are engaged in solving problems, they take ownership of their learning. They become active participants rather than passive recipients of information. Additionally, PBL assists learners in developing cognitive and metacognitive skills through an emphasis not simply on the output but also on the learning process.
PBL allows deliberation and consideration (i.e., closed or open-ended solutions) for their end product or proposed solutions. Room for improvement is always open to solidify the final product. Therefore, this will enhance students’ competency in charge of their learning. The process of solving problems often involves SWOT, i.e., strength, weakness, opportunities, and threats reflection. Students reflect on their learning journey, the strategies they used, and how they can improve. This reflective practice contributes to continuous learning and improvement. Therefore, problems can be designed to incorporate diverse perspectives, promoting cultural awareness and a global mindset among students.
The ability to tackle and solve problems is a valuable skill in virtually every professional field. PBL prepares students for the complexities and uncertainties they may face in their future careers. By emphasizing problem-solving as a critical component of education, students are better equipped with the skills and mindset for lifelong learning. They understand that knowledge is not confined to the classroom but extends into everyday experiences.
On the other hand, online problem-based learning (OPBL) is characterized by several core principles and components, which set it apart from face-to-face (F2F) PBL. While the fundamental philosophy of PBL remains the same in both formats, there are key differences in how interaction, collaboration, engagement, and resources are handled. The shift from F2F to OPBL involves significant changes in areas such as student interaction, the role of the facilitator, engagement strategies, and the integration of technology. Notable differences include interaction patterns, the dynamics of collaboration, the facilitator’s role, engagement levels, community building, accessibility, and the methods of assessment.
Key guidelines for effective OPBL include:
- Clear learning objectives: Establish specific, measurable objectives to direct the learning process.
- Engaging and interactive content: Incorporate multimedia, simulations, and case-based problems to capture student attention.
- Collaborative tools: Use platforms like discussion boards, wikis, and virtual meeting software (Zoom, Google Meet, Webex) to foster teamwork.
- Teacher as facilitator: The facilitator’s role evolves into that of a guide, providing feedback and direction without dictating solutions.
- Technology integration: Choose technology that supports learning, including LMS platforms, online labs, and collaborative tools.
- Personalization and differentiation: Recognize diverse learning needs and offer personalized learning paths, ensuring accessibility for all, including students with disabilities.
- Social learning opportunities: Provide clear instructions for all activities and assessments, ensuring expectations and deadlines are well communicated.
- Support and resources: Offer technical support, guides, and tutorials to assist students in navigating the online learning platform.
- Time management and flexibility: Help students manage their time effectively by providing pacing guides and allowing flexibility for their varying schedules.
