Transcript What is Problem-Based Learning?

WHAT IS PBL?
Frank Forsythe
School of Economics &
Politics
University of Ulster
Northern Ireland
[email protected]
[email protected]
TEACHER
TASK
ISSUE
PROBLEM
CORE ELEMENTS
STUDENT GROUP
KICK-STARTS
LEARNING
PROCESS
TEACHER
TASK
ISSUE
PROBLEM
CORE ELEMENTS
STUDENT GROUP
KICK-STARTS
LEARNING
PROCESS
TEACHER
TASK
ISSUE
PROBLEM
CONTAINING SOME
UNKNOWN ELEMRNT
CORE ELEMENTS
STUDENT GROUP
KICK-STARTS
LEARNING
PROCESS
TEACHER
TASK
ISSUE
PROBLEM
CONTAINING SOME
UNKNOWN ELEMRNT
CORE ELEMENTS
STUDENT GROUP
THE LEARNING ENGINE
KICK-STARTS
LEARNING
PROCESS
TEACHER
TASK
ISSUE
PROBLEM
CONTAINING SOME
UNKNOWN ELEMRNT
CORE ELEMENTS
STUDENT GROUP
THE LEARNING ENGINE
GROUP
DYNAMICS
KICK-STARTS
LEARNING
PROCESS
TEACHER
TASK
ISSUE
PROBLEM
CONTAINING SOME
UNKNOWN ELEMRNT
GROUP
RESPONSE
CORE ELEMENTS
STUDENT GROUP
THE LEARNING ENGINE
Relative to conventional lecture-based methods in which information
is transferred from teacher to student, the research literature suggests
that:

PBL fosters a deeper approach to learning

PBL promotes more versatile studying methods and PBL
students are more likely to use the library and library
resources to study

PBL develops greater knowledge retention and recall skills

PBL students tend to exhibit stronger knowledge application
skills [according to Dochy et al. (2003), this is a very strong
and robust result to emerge from the literature]

From a teacher perspective, PBL appears to be a very
satisfying method of teaching
When comparing the relative performance of
two student cohorts studying introductory
macroeconomics under conventional lecturebased and PBL methods, van den Bosch et
al. (2004) also found that the PBL students
exhibited better knowledge application skills
than the conventionally taught cohort.
According to these authors, PBL promotes a
structuring and elaboration of knowledge that
develops a more accessible knowledge base
In terms of the relative knowledge coverage acquired through
PBL and conventional lecture-based teaching (as distinct from
the application of knowledge to real-world situations), the
literature suggests rather mixed results that appear to depend
upon the scope of PBL implementation. Based on their
literature review, which included only one non-medical
research paper, Dochy et al. (2003) found that if the whole
curriculum is PBL based, then it is likely that conventionally
trained students will have covered, or have been introduced to,
more knowledge and facts than PBL-trained students. This, of
course, must be weighed against the possibility that
conventionally trained students may be less able to retain and
apply their wider knowledge base relative to PBL students. The
possible differential in knowledge coverage between lecturebased and PBL teaching methods becomes negligible when
PBL forms only part of the curriculum.
THE BENEFITS OF PBL
(1)
- developing core skills (via task design)
• research & independent learning skills
• Applying & evaluating abstract economic
models to real-world situations & data
• decision-making & problem-solving
Relevance for employability
Employability
• "A degree alone is not enough. Employers are
looking for more than just technical skills and
knowledge of a degree discipline. They
particularly value skills such as communication,
team working and problem-solving. Job
applicants who can demonstrate that they have
developed these skills will have a real
advantage.“
•
Digby Jones - Director-General, Confederation of British Industry.
Forward to Prospects Directory 2004/5.
Skills that employers want
•
•
People skills
–
Team working – supportive, organised, co-ordinator, deliverer
–
Interpersonal skills – listener, adviser, co-operative, assertive
–
Oral communication – communicator, presenter, influencer
–
Leadership – motivator, energetic, visionary
–
Customer orientation – friendly, caring, diplomatic
–
Foreign language – specific language skills
General skills
–
Problem-solving – practical, logical, results orientated
–
Flexibility – versatile, willing, multi-skilled
–
Business acumen – entrepreneurial, competitive, risk taker
–
IT/computer literacy – office skills, keyboard skills, software packages
–
Numeracy – accurate, quick-thinker, methodical
–
Commitment – dedicated, trustworthy, conscientious
Source: www.economicsnetwork.ac.uk
“I think this module has definitely enhanced my employment prospects. If I was to
write about my experiences in other modules, which were all lectures, it is
questionable if they have actually developed my skills.
However, with this module I can say that I have improved in many aspects. My
teamwork and leadership skills have certainly improved. In most jobs you are
inevitably going to be part of a team. This module has certainly given me more
confidence in a group situation.
This module has also forced me to be organized, as I have to do the work or else I
would be letting my group down. This has instilled good discipline which I hope
would carry over to a job.
Another aspect of this module was the presentations. I have done presentations
before, but never as involved as those required for this module. At the same time I
really enjoyed doing the presentations and was calm and relaxed. I have no doubt
that I felt this way because I was comfortable being up with my group members with
whom I have formed a bond.
Hopefully I can carry over these benefits into employment.”
Year 1 student, Microeconomics,
University of Ulster, 2007
Albanese, M. & Mitchell, S. (1993), "Problem-based learning: a review of literature on
its outcomes and Implementation issues", Academic Medicine, 68, No.1, pp52-81.
Bouhuijs, P.
P. &
& Gijselaers,
Gijselaers, W.
W. (1993),
(1993), "Course
"Course construction
construction in
in problem-based
problem-based
learning", in Bouhuijs, P & Schmidt, H. (1993), Problem-Based Learning as
an Educational Strategy, Network Publications, Maastricht, ch. 5.
Dochy, F.,
F., Segers,
Segers, M.,
M., Van
Vanden
denBossche,
Bossche,P.,
P.,Gijbels,
Gijbels,D.
D.(2003),
(2003),"Effects
"Effectsofofproblemproblembased learning: A meta-analysis,
meta-analysis, Learning
Learning and
and Instruction,
Instruction, 13,
13, pp
pp 533-568.
533-568.
Eysenck, M. & Keane, M. (2010), Cognitive Psychology, Psychology Press, 6th Ed., UK
Forsythe, F.
F. (2002),
(2002), ‘Problem-based
‘Problem-based learning’,
learning’, in
in Handbook
Handbook for
for Economics
Economics Lecturers
Lecturers
series, available at www.economicsnetwork.ac.uk/publications/handbook/pbl
[Revised chapter with significant enhancements available June/July 2010]
Van den Bossche, P.,
P., Segers,
Segers, M.,
M., Gijbels,
Gijbels, D.,
D., Dochy,
Dochy,F.F.(2004),
(2004),"Effects
"Effectsofof
problem-based learning in business education: a comparison between a PBL and
a conventional approach", in Ottewill, R et al (Eds), Educational Innovation in
Economics and Business, Volume VIII, Kluwer Academic
Academic Publishers,
Publishers, Dordrecht,
Dordrecht,
Netherlands, pp205-227.
Vernon, D. & Blake, R. (1993), "Does problem-based learning work? A
A metametaanalysis of evaluative research", Academic Medicine, 68, pp550-563.
PBL at University of Ulster
setting up (1).ppt
Frank Forsythe
School of Economics &
Politics
University of Ulster
Northern Ireland
[email protected]
[email protected]
University of Ulster
PBL v LECTURES on the Microeconomics I module, 2007-2008 and 2008-09
In the 2007-08 academic year the microeconomics I class was split, with half the students following a
PBL format, while the remaining half were taught using the traditional lecture-seminar format (TLS).
The syllabus content and teacher were the same for both classes. All students sat the same end-ofyear examination. In the 2008-09 academic year all students were taught by using the TLS format
only. Again the syllabus content and teacher were the same over both academic years.
Prior to 2008-09 all students were registered on the single honours BSc (Economics) programme (S);
in 2008-09 students registered on the new BSc (Economics Major) programme (M) took the
microeconomics module for the first time. One-third of each year on the economics major
programme comprises a non-economics discipline.
Failure Rate
(% Exam)
Median Mark
(% Exam)
Failure Rate
(% Coursework)
Attendance Rate
(%)
PBL Cohort 2007-2008
15
55
8
95
TLS Cohort 2007-2008
53
41
33
59**
TLS (S) Cohort 2008-2009
18
45
24
74**
TLS (M) Cohort 2008-2009
33
43
33
75**
** The attendance rate for those failing the examination was ≤ 50% for most TLS students.
Allocation of module time
Non-contact hours
require
independent
learning skills
75%
Contact hours
quality ……
25%
contact hours must
support learning
Issues
1.
organisation of physical resources
2.
organisation of teaching team
3.
syllabus content
4.
managing student groups
5.
evidence of benefits required
6.
the risks involved
7.
where next?