Problem-Based Learning (PBL)

Why PBL?  

In a world that is increasingly uncertain and complex, where real-world problems are often ill-defined, PBL can help students to become critical thinking, collaborative and adaptable professionals who are better-prepared for the future. 

Features of PBL 

Pioneered by Barrows and Tamblyn in Medical Education in the 1960s, PBL uses authentic, ill-defined and interdisciplinary problem scenarios to drive learning. Through exploring divergent perspectives and addressing learning gaps, students construct knowledge and develop viable solutions. The lecturer plays the role of a facilitator to support students in their learning process.  

The PBL Process 

A PBL lesson typically begins with the introduction of a problem scenario that has several unknown variables, multiple lines of inquiry and possible solutions. Students are given time to make sense of the problem and identify learning gaps. Learning support and resources are provided to students as they generate possible solutions. Students are given opportunities to critique and reflect on their proposed solutions as well as their thinking processes.   

Assessment

In PBL, students are primarily assessed based on their approach towards solving the problem. Students may be asked to work a project, engage in discussions, present proposals, critique and reflect on their solutions, as well as to engage in self and peer evaluations.

Enabling Technologies 

The use of peer and self-evaluation tools and other collaborative platforms can promote the exchange of ideas, reflection and collaborative learning. In the online learning environment, asynchronous tools such as discussion boards and Wikis, or synchronous tools such as Zoom and MS Teams, are examples of such technologies.

For a list of other technologies, please refer to this page.

Professional Development

To find out more, please contact [email protected].