ACTIVELY ENGAGED LEARNING 39

A PBL model is a type of group-oriented, engaged learning in which students participate in

solving complex problems and work together to find a solution. Students who are working
in small groups identify (a) what they already know about the topic, (b) what they need to
know to solve the problem, and (c) what steps they will have to take to solve the problem.
The instructor (known as the tutor in PBL) is responsible for enhancing learning by guiding
students through the learning process (Schmidt, Rotgans, & Yew, 2011).
PBL encourages students to connect disciplinary knowledge to real-world problems—
and in the process, motivates students to learn. Although it originated in medical schools,
PBL is now also used widely in undergraduate education. The goals of PBL are to foster
effective problem-solving and collaboration skills (Hmelo-Silver, 2004).
Studies have demonstrated that PBL boosts long-term retention of knowledge;
increases library use, textbook reading, and class attendance; and promotes better study
habits (Major & Palmer, 2001; Strobel & van Barneveld, 2009). PBL also encourages study-
ing for meaning rather than simply memorizing facts. Strobel and van Barneveld (2009)
found that PBL was more effective than traditional approaches for development of skills,
long-term retention, and teacher and student satisfaction. Short-term retention was higher
in students who studied using more traditional approaches.

Creating Problem-Based Learning Strategies Within Teams

The following list provides instructors with step-by-step guidelines for using PBL in their
classes (Study Guides and Strategies, n.d.):

1. Give each team an “ill-structured” problem and ask them to discuss it. Having the
team reach a consensus about the issues in each of the following steps is essential.
2. Create lists of what is known about the problem and what strengths and capabili-
ties each team member has.
3. Create a written explanation of the problem based on the group’s analysis of what
is known and what is still needed to reach a solution.
4. List possible solutions, ordering them from strongest to weakest.
5. Choose the best solution.
6. List actions to be taken to solve the problem using a time line.
7. Create a list of what is still needed in order to solve the problem, as well as a list
of possible resources. Determine if students will need to work individually or in
teams to solve the problem. If the research supports the solution and if there is
general agreement, go to step 8. If not, return to step 4.
8. Have teams write the solution with supporting documentation outside class and
present their findings by summarizing the problem, the process, and the solution.
9. Review the performance.

Annotated Research Studies

Major, C. H., & Palmer, B. (2001). Assessing the effectiveness of problem-based learning in
higher education: Lessons from the literature. Academic Exchange Quarterly, 5(1), 4–9.