Problem Based Learning: A Case Study

Presented by: Deana Halonen

Ph.D. Candidate, M.S.W., H.B.S.W

halonen@cc.umanitoba.ca

Agenda

• Problem Based Learning (PBL)– Characteristics– Basic Steps – Advantages– Limitations

• The Case Study

• Major Findings

• Students Perceptions

Problem Based Learning (PBL)

• Began in 1950’s as a movement to restructure medical education at McMaster University (Canada)

• Unlike traditional instruction that culminates in a problem after basic instruction on facts and skills (sometimes in the form of a test or exam), PBL begins with a problem, teaching facts and skills in a relevant context

Characteristics of Problem Based Learning

• Requires students to solve authentic, real-life open-ended problems with many correct answers possible

• Authentic problems are those real-life issues faced by doctors, nurses, social workers, police officers, lawyers, engineers, business administrators, pilots, etc., etc., etc.

Characteristics of PBL

• Emphasizes students’ pre-existing knowledge; “start with what you know”

• Students actively participate by helping plan, organize, and evaluate the problem solving process

• Interdisciplinary connections stressed

• Students undertake authentic roles

Basic Steps of Problem Based Learning

• Students divided into groups• Real problem is presented and discussed• Students identify

– What is known in relation to the problem– What information is needed – What strategies or next steps to take in order to

“learn” the information/knowledge/skills needed

• Individuals research different issues, gather resources

Basic Steps of PBL (con’t)

• Resources evaluated in group and new information/knowledge/skills shared/taught to rest of the group

• Cycle repeats until students feel that problem has been framed adequately and all issues have been addressed

• Possible actions, recommendations, solutions or hypotheses are generated

• Tutor groups conduct peer/self assessments

Facilitators and Problem Based Learning

• Teachers are seen as the “facilitator” and are key to these learning environments

• Model higher-order process skills

• Probe for student understanding

• Never identify issues or state an opinion while students are framing the problems

Advantages of Problem Based Learning

• Greater retention and recall of knowledge• Interdisciplinary:

– can require accessing and using information from a variety of subject domains;

– Better integration of knowledge– Integration of classroom & field

• Development of life-long learning skills– How to research– How to communicate in groups– How to handle problems

Advantages of PBL

• Learning environment that is – Active – Cooperative– Self & peer assessed– Student centred– Highly effective

• Learning environment that provides– Prompt feedback– Opportunities to account for personal learning

preferences & multiple intelligences– Opportunities to allow for a variety of levels of

learning

Advantages of PBL

• Learning environment that enhances critical thinking and problem solving skills

• Greatest strength of PBL is:– Increased motivation– Increased student satisfaction– Increased Student-student interaction– Increased Student-instructor interaction

Limitations of Problem Based Learning

• Requires significant pre-planning and development of– Authentic problems, cases, situations– Resources available for students

• Literature• Resource people• Professionals in the field

• Requires an authentic commitment and willingness to honor the knowledge, experience & skills that students bring to the learning experience

Limitations of PBL

• Requires a change of Paradigms – A shift of focus from what faculty teach to

what students learn– A view of the Instructor as facilitator of the

learning as opposed to “the one expert” whose role is to “bank knowledge” (Friere) through lectures or classroom demonstrations

Resources & References

• Problem-based learning, especially in the context of large classes Available online at http://www.chemeng.mcmaster.ca/pbl/pbl.htm

• Stepien, Senn & Stepien (2000) The Internet and Problem-Based Learning: Developing Solutions through the web

• Rankin (1999) Handbook on Problem-Based Learning Challis Resource Centre

• Duch, Groh & Allen (2001) The Power of Problem-based Learning: A practical ‘how to’ for teaching undergraduate courses in any discipline

The Problem

• Imagine you are at the end of a phone line with a group of students who are situated throughout a region, province, Canada, possibly beyond. It is a 3 hour class and you know that while students can hear you, they can’t see you or each other.

• You have no idea if someone is chatting, has gone to the washroom, is reading the newspaper, making the weekly shopping list, or even left class for the day.

• You want to ensure that students are connecting with the material, connecting with you (the Instructor), connecting with each other and connecting with the institution.

• You know that students report general dissatisfaction with ‘distance education’ and learning at a distance from their instructors.

The Case Study

• How does Problem Based Teaching affect student satisfaction in Social Work courses delivered through virtual audioconferenced Distance Education classrooms?

Problem Based Learning

Social Work EducationDistance Education

Methodology

• Within a group of students enrolled in a 2 year dual diploma program, Instructor/Researcher taught 4 (3 credit hour) courses:

• 2 for 1st year students: 1 using PBL & 1 using Lecture Based Teaching

• 2 for 2nd year student: 1 using PBL & 1 using Lecture Based Teaching

Data

• Throughout the term, all students were required to maintain a journal and reflect on: – What they were learning– How they were learning it– How they knew they were learning it– How would they demonstrate that they were

learning it

Data (2)

• Some classes were audio-taped• Some classes were video-taped

– In the first ½ of the course– In the second ½ of the course

• Instructor/Researcher maintained a journal recording the classroom learning activities that students engaged in

• Researcher/Instructor maintained a journal recording students reactions and levels of participation in the classroom learning activities

Data (3)

• At the beginning of the term, all students were provided with an explanation about the research and asked to complete a sheet of paper and indicate whether or not they would participate in the research project. The sheet of paper was then placed in a sealed envelope and mailed to an independent third party

• Since all students filled in the form, no one was able to tell who chose to participate and who chose not to participate, including the Instructor/Researcher

• Once all evaluation was completed and Final Grades were submitted to the Registrar, the Independent third party released the signed sheets of paper to the Researcher/Instructor

Data (4)

• One to one or focus group interviews were held with those students who had consented to participate in the research project

• Data was gathered on:– The student’s experience and their perception of:

• Level of learning in PBL & Lecture courses• Level of satisfaction with PBL & Lecture courses• Level of participation in PBL & Lecture courses• What they were doing differently in PBL & Lecture courses

Findings

• The Students– 59 in 4 courses >19 Year 1 & 22 Year 2 > 14

agreed to participate– 12 of the sample were female & 2 were male– Physically located in 8 different communities

• 7 in Northwestern Ontario• 1 in Northeastern Ontario

– Grade Point Average ranged from 2.96 to 4.0 with average being 3.4

Final Grades (cf)

Cf LB 1st yr PBL 1st LB 2nd yr PBL 2nd

0 – 49 3 1 0 1

50 – 59 1 1 0 1

60 – 69 10 5 0 4

70 – 79 6 4 3 3

80 – 89 3 4 6 9

90 – 100 8 3 13 11

TOTAL 31 18 22 29

Major Findings

• Retention Rate was 100%• Actively engaged • Satisfaction• Participation• Collaboration• Learning

– Construction of Knowledge – Application of knowledge – Retain Knowledge

Students Perceptions

• Stimulating

• Humane

• Challenging

• Exchange with others

• Resources

Students Perceptions

• What were they doing differently?