What Is Problem-Based Learning?

1-5-99: In "Problem-Based Learning: An Introduction," James Rhem, Executive Editor of The National Teaching and Learning Forum (8.1[1998]:1-4) notes that the Pew Charitable Trusts gave over half a million dollars to the University of Delaware and Samford University (Alabama) to revise curricula to include problem-based learning because it deepens student learning.

Stressing meaning over memorization, problem-based learning experiences involve groups, as well as individual studying.  The method "brings prior knowledge into play more rapidly and ends up fostering learning that adapts to new situations and related domains . . . quickly," says Rhem.

Groups of the same 5 students throughout the semester ideally define their own "learning issues" as they move from case study to case study.   The teacher has to pose realistic problems with some "open-endedness."   John Cavanaugh, leader of the Delaware U. grant, advises faculty to start with the essay questions or word problems on their exams and "make cases out of them."

Loreta Ulmer, psychology professor at Delaware Technical and Community College, notes that problem-based learning increases the communication between students and teacher.  She used to worry about "coverage" and that students might not get enough exposure to varied theories, but students arrive in her follow-up course with adequate concept development.

Chandra Reedy, art history professor at Delaware U., says problem-based learning is better at getting students to integrate course material and apply course concepts than high-density lectures.  As a lecturer, she felt that students weren't remembering "three-fourths" of the content, but she feels more satisfied with problem-based learning because students remember the concepts that they work out for themselves.

Barbara Duch of Delaware U's Math and Science Education Resource Center suggests two rationales for faculty to look seriously at problem-based learning: (1) The "knowledge explosion" militates that we must teach our students how to learn, that the "coverage" model sets an impossible goal if teachers and students are to keep current. (2) Workers aren't "Lone Rangers" anymore; we have to teach them to collaborate and to try different approaches to a problem, cooperating responsibly.

"Multisided, richer, and . . . deeper" learning is the reward.