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Problem-Based Learning

Problem-based learning (PBL) is an instructional approach in which learners explore and respond to complex, real-world problems. Rather than receiving information through direct instruction first, learners engage with a problem and discover how course concepts and knowledge can help them develop solutions.

PBL encourages learners to think critically, collaborate with others, apply knowledge in meaningful ways, and take a more active role in the learning process. These learning experiences are often open-ended and may involve multiple possible solutions or approaches.

 

Why Use Problem-Based Learning?

Problem-based learning can help learners:

  • Apply concepts to authentic or discipline-specific situations
  • Develop critical thinking and decision-making skills
  • Strengthen collaboration and communication skills
  • Engage in self-directed learning and inquiry
  • Connect theory to practice
  • Explore multiple perspectives and possible solutions

Because PBL activities are often rooted in real-world scenarios, they can help learners better understand how course concepts apply beyond the classroom.

Using Problem-Based Learning

Problem-based learning can be incorporated into courses in many different ways depending on the learning outcomes, class size, and available time. PBL activities may be short informal activities or larger multi-stage projects completed over several weeks.

For example, you may:

  • Present a real-world problem at the beginning of a lesson to guide discussion and inquiry
  • Use case studies during tutorials or labs
  • Ask learners to propose solutions to discipline-specific scenarios
  • Design collaborative group projects around authentic challenges
  • Incorporate simulations, role-playing activities, or debates

Problem-based learning can be used in online, hybrid, or in-person learning environments and may be completed individually or collaboratively.

Characteristics of Effective PBL Activities
  • Require learners to make decisions and justify their reasoning
  • Connect new learning to prior knowledge or experiences
  • Include authentic or discipline-relevant problems
  • Promote collaboration and discussion
  • Allow for multiple approaches or possible solutions

 

Examples

  • Case Studies

    Learners analyze a real or fictional scenario and apply course concepts to propose solutions, recommendations, or responses.

    Examples:

    • Analyze a patient case and develop a care plan
    • Evaluate a business challenge and propose a marketing strategy
    • Examine an environmental issue and recommend possible interventions
  • Role-Playing Activities

    Learners take on specific roles or perspectives and respond to scenarios within a simulated context.

    Examples:

    • Conduct a mock negotiation or mediation
    • Simulate a client consultation or patient interview
    • Participate in a historical or political debate
  • Simulations

    Learners engage with realistic or computer-based scenarios to apply concepts and solve problems in interactive ways.

    Examples:

    • Virtual labs or scientific simulations
    • Emergency response or crisis-management simulations
    • Business or engineering design simulations
    • Virtual reality (VR) or augmented reality (AR) activities
  • Design Challenges

    Learners work individually or collaboratively to design, create, or improve a product, process, or solution.

    Examples:

    • Design a prototype or engineering solution
    • Develop an accessibility improvement plan
    • Create a public awareness campaign
    • Propose a sustainability initiative
  • Inquiry or Investigation Activities

    Learners investigate a question, issue, or problem using research, evidence, and analysis.

    Examples:

    • Investigate the causes of a public health issue
    • Analyze conflicting research findings
    • Explore ethical implications of emerging technologies
    • Examine policy responses to a social issue
  • Collaborative Problem-Solving Activities

    Learners work together to analyze information, evaluate options, and develop shared solutions.

    Examples:

    • Solve complex calculation or data-analysis problems
    • Develop recommendations for a community organization
    • Create strategic plans or proposals
    • Troubleshoot technical or programming issues collaboratively

References

Anderson, P. H., & Lawton, L. (2004). Simulation exercises and problem based learning: is there a fit? Developments in Business Simulation and Experiential Learning, 31, 183-189. Retrieved from https://journals.tdl.org/absel/index.php/absel/article/download/669/638/0

Duch, B. J., Groh, S. E, & Allen, D. E. (Eds.). (2001). The power of problem-based learning. Sterling, VA: Stylus.