Abstract
Problem-based learning (PBL) or practice-based learning as an educational practice continues to have a large influence on all levels of education and across different disciplines. The inception of PBL began largely within the science field and has since transferred to other areas of academia from kindergarten to higher education realms. Along with the changes comes future trends that contribute to PBL, namely domains, designs, group sizes, and problem-solving qualities utilizing the PBL practices. Three other models that relate to problem-based learning include project-based learning, inquiry-based learning, and design thinking. These are also part of the evolution of problem-based learning. The settings of PBL and how this relates to current times in light of the COVID-19 pandemic are also important to include in the future trends of PBL and where education settings are headed as a result of the pandemic.
TopIntroduction
Problem based learning (PBL) or commonly referred to as Project based learning has undergone several changes throughout the last several years. What used to be the traditional brick and mortar setting of instructor lecture-based class has now adapted into student centered, leading approaches and group work where the students themselves have a say so to their learning process. The traditional setting has now moved to distance, online learning which brings a new set of challenges for PBL and student-centered approaches. The four phases of approach to teaching begin with the traditional brick and mortar setting, whereby assignments were submitted to the teacher on paper, to computerized submissions of work independently, to distance education and finally, web-based interactive environments which could be done both synchronous to asynchronous.
Despite the changes in the delivery of PBL, trends continue to emerge, especially with the changes to academic settings and delivery of information for students. In the higher education realm, a good percentage of those undergraduates who previously attended live classroom sessions, have now been required to shift to the online modality. What was once teacher-led instruction, has now emerged into student led instruction through the us of project-based learning. Several emerging patterns within PBL have focused on more students taking onus of their education while teachers are taking the secondary approach to what is being presented or learned through PBL.
In this chapter, the new trends to PBL will be presented. Often, exposure to new trends regarding PBL can inspire educators on any level, to help students take ownership of their learning while guiding them through the process and focusing on the content related to the project’s students are working on. These new trends may perhaps provide an avenue to new approaches that will prove beneficial to both educators and students.
Finally, myths regarding the implementation of PBL across multiple disciplines will be presented. Many of those myths are presented herein and discounted as much of PBL has been limited to the clinical, healthcare settings in the hope that misconceptions can desist so that educators can confidently engage with all of their students and guide them in a meaningful way. This is in the hopes that students will take a more active role in their learning and to be a invaluable part of their academic engagement.
Key Terms in this Chapter
Problem Solving: Solving an open-ended problem found in material that allows students to work in teams to formulate resolutions based on research.
Practice-Based Learning: Life-long learning and quality improvement that requires self-evaluation and reflection to engage in quality improvement.
Designs: Teaching students the skills to think and prepare to become problem solvers.
Problem-Based Learning: A student centered educational approach based on authentic problems where students work collaboratively to find a solution.
Design Thinking: A term used to represent a set of cognitive, strategic, and practical processes are developed.
Web-Based Learning Environments: Environment for distance education that is predominantly characterized as use of computers and the internet in order to complete coursework.
COVID-19 Pandemic: Respiratory illness that began in China, December 2019 and caused a worldwide outbreak.
Higher Education: Education beyond high school, at a college or university
Online Setting: Learning from home, student-based interaction is done via e-learning.
Inquiry-Based Learning: A form of active learning that begins by posing questions, problems or scenario’s and often assisted by a facilitator rather than a lecturer.
Domains: Types of learning that include cognitive, social/emotional, and physical/kinesthetic. Domains can also include the environment of learning.
Web-Based Education: The use of the World Wide Web (WWW) in order to create curriculum for coursework which is available to students in the online setting.
Learning Domains: Organization of courses around content and teaching methods.
Traditional Learning Setting: Traditional physical classroom setting where teachers and students attend classes at campus/school setting.
Social Innovative Learning Environments: Technology rich spaces, interactive platforms, community learning environments, internet access and social media interactions and innovations of technology applications.
Project-Based Learning: A student-centered approach in which students acquire a deeper knowledge through active exploration of real-world challenges.
Connected Classroom Climate: Concept of student-to-student perceptions entailing a supportive environment, and cooperative communicative environment within the classroom. The classroom environment may include traditional face to face or technology mediated learning environments.
Group Sizes: Four to eight students working together to confront real world problems and formulate solutions.
Educational Settings: Contexts in which students are exposed to a wide array of experiences.
Hybrid Setting: Students and teachers attend classes both online and remotely.