The Problem-Based Learning Model

The problem-based learning model utilizes cooperative group work to approach ill-structured, real-world problems. Proponents of the problem-based learning model argue that by providing authentic, real-world problems in a peer-supported group setting, learners are better able to apply their knowledge after graduation. Studies have shown that problem-based learning affords students advantages such as increased motivation, teamwork skills, improved critical thinking abilities, increased knowledge retention, and better organization and integration of new knowledge. Critics of problem-based learning argue that the model adds additional burdens on instructors and negatively affects the amount of knowledge gained (facts), which in turn leads to lower test scores. This paper seeks to explain the characteristics of the problem-based learning model and examine its merits and limitations. An examination of past and future progression of this model will also be undertaken. Finally, this paper will propose a multi-strategy research design to study this model and assess its effectiveness.

I. Introduction

The problem-based learning (PBL) model is a model that bases learning on providing an authentic, ill-structured problem and incorporating small group work and self-directed studies to force learners to formulate a solution. Research has shown that there are multiple benefits to the use of problem-based learning, as well as questions of its limitations and means of measuring its efficacy [1]–[3]. This article examines the basic elements of problem-based learning, including core characteristics, primary learning goals, and common practices. Additionally, this article analyzes the purported advantages and limitations of problem-based learning and explores some of the research that has been done to test the results of this model. A strategy for further research of this model is proposed. Finally, this article closes with a discussion of the future direction of this model.