Problem-Based Learning

Problem-Based Learning

Problem-Based Learning (PBL) is a student-centred approach where learners solve complex, real-world problems in small groups, guided by a facilitator. 

Alternative/linked methods: Project-Based Learning (PjBL), Case-Based Learning, Inquiry-Based Learning, Scenario-Based Learning 

Why?

• Promotes deep learning through real-world relevance. 
• Develops transferable skills like teamwork and problem-solving. 
• Enhances student motivation and engagement. 
• Encourages self-directed, lifelong learning. 

How?

• Introduce a complex, open-ended problem relevant to the course. 
• Facilitate initial group discussions to identify learning gaps. 
• Guide students in defining their own learning objectives. 
• Support independent and collaborative research. 
• Encourage synthesis and presentation of solutions. 

When?

• In applied or professional courses (e.g., medicine, engineering). 
• For developing critical thinking and problem-solving skills. 
• In capstone projects or final-year modules. 
• In interdisciplinary courses to simulate real-world decision-making.

Get Started

• Start with a mini-case relevant to the discipline. 
• Use structured prompts to guide initial discussions. 
• Assign group roles to structure collaboration. 

Digital Enhancement

• Use Teams for synchronous group work. 
• Leverage discussion boards (Moodle Forum/Teams) and shared documents for asynchronous collaboration. 
• Use e-portfolios and video presentations for assessment. 
• Maintain regular check-ins and feedback loops. 

Resources

• University of Florida Center for Instructional Technology and Training (CITT). (n.d.) Problem-based learning.
• Cornell University Center for Teaching Innovation. (n.d.) Problem-Based Learning.
• King’s College London. (2019) Problem-based learning. [blog] Active Learning Blog, 9 Aug.
• Bédard, D., Lison, C., Dalle, D., Côté, D. and Boutin, N. (2012) ‘Problem-based and project-based learning in engineering and medicine: Determinants of students’ engagement and persistence’, Interdisciplinary Journal of Problem-Based Learning, 6(2). doi:10.7771/1541-5015.1355. 
• Macdonald, R. and Savin-Baden, M. (2004) A briefing on assessment in problem-based learning. York: Learning and Teaching Support Network (LTSN) Generic Centre.