Problem-based learning and social software: Difference between revisions
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[http://edutechwiki.unige.ch/en/Problem-based_learning PBL] is utilized in many disciplines to help students develop advanced cognitive abilities including critical thinking, problem-solving, and communication skills (Major & Palmer, 2001). It is often used in medical education. The [http://edutechwiki.unige.ch/en/Problem-based_learning PBL] approach presents a realistic case that students work collaboratively to solve. The problem solving process requires students to clarify terms and concepts, define and analyze the problem, formulate and synthesize ideas, and present and reflect upon their solution (Woltering, Herrier, Spitzer & Spreckelsen, 2009). [http://edutechwiki.unige.ch/en/Problem-based_learning PBL] stimulates students by providing practical problems, cooperative work environments, and the chance to organize the learning process. Cognitive science research about the nature of learning has shown that students benefit from working together, and they learn best by teaching or solving problems, therefore, a paradigm shift towards [http://edutechwiki.unige.ch/en/Problem-based_learning PBL] is necessary to develop an approach to instruction that is consistent with research ([http://education.ua.edu/faculty-staff/claire-howell-major/ Major] & [http://www.montana.edu/wwweduc/fac/vitae/palmerVitae.html Palmer]). | [http://edutechwiki.unige.ch/en/Problem-based_learning PBL] is utilized in many disciplines to help students develop advanced cognitive abilities including critical thinking, problem-solving, and communication skills ([http://education.ua.edu/faculty-staff/claire-howell-major/ Major] & [http://www.montana.edu/wwweduc/fac/vitae/palmerVitae.html Palmer], 2001). It is often used in medical education. The [http://edutechwiki.unige.ch/en/Problem-based_learning PBL] approach presents a realistic case that students work collaboratively to solve. The problem solving process requires students to clarify terms and concepts, define and analyze the problem, formulate and synthesize ideas, and present and reflect upon their solution (Woltering, Herrier, Spitzer & Spreckelsen, 2009). [http://edutechwiki.unige.ch/en/Problem-based_learning PBL] stimulates students by providing practical problems, cooperative work environments, and the chance to organize the learning process. Cognitive science research about the nature of learning has shown that students benefit from working together, and they learn best by teaching or solving problems, therefore, a paradigm shift towards [http://edutechwiki.unige.ch/en/Problem-based_learning PBL] is necessary to develop an approach to instruction that is consistent with research ([http://education.ua.edu/faculty-staff/claire-howell-major/ Major] & [http://www.montana.edu/wwweduc/fac/vitae/palmerVitae.html Palmer]). | ||
Revision as of 16:59, 28 January 2010
Introduction
This wiki explores some of the links between problem-based learning and social software.
- Leonia Card
- Memorial University of Newfoundland and Labrador
Problem-based learning
Problem-based learning (PBL) is an innovative educational approach that transforms passive learners into active participants who construct knowledge by building upon previously gained knowledge and experiences (Luppicini, 2003; Major & Palmer, 2001). PBL reflects certain principals of constructivism such as understanding deriving from interactions with the environment, the need for the learner to focus on a stimulus or goal, and the evolution of knowledge through the social environment (Savory & Duffy, 2001).
PBL is utilized in many disciplines to help students develop advanced cognitive abilities including critical thinking, problem-solving, and communication skills (Major & Palmer, 2001). It is often used in medical education. The PBL approach presents a realistic case that students work collaboratively to solve. The problem solving process requires students to clarify terms and concepts, define and analyze the problem, formulate and synthesize ideas, and present and reflect upon their solution (Woltering, Herrier, Spitzer & Spreckelsen, 2009). PBL stimulates students by providing practical problems, cooperative work environments, and the chance to organize the learning process. Cognitive science research about the nature of learning has shown that students benefit from working together, and they learn best by teaching or solving problems, therefore, a paradigm shift towards PBL is necessary to develop an approach to instruction that is consistent with research (Major & Palmer).
Upon examination of the empirical and theoretical evidence reported in three PBL reviews, Colliver (2000) found PBL ineffective in fostering the acquisition of basic knowledge and clinical skills (p. 259). However, Albanese (2000) conducted a more comprehensive review and found that PBL is a worthwhile strategy because of its effectiveness in information processing, cooperative learning, and improving the learning environment for students and faculty. Colliver summarized the advantages of PBL to the learning environment and noted that it, “may provide a more challenging, motivating and enjoyable approach...” (p. 266). Camp (1996) supports the use of PBL in medical schools. She found that medical students taught in a PBL environment retain knowledge for longer periods, provide better causal explanations and are more motivated than students taught conventionally.