Problem-based learning and social software

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

Currently PBL is utilized in many disciplines to help students develop advanced cognitive abilities including critical thinking, problem-solving, and communication skills (Major & Palmer, 2001). 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. Major and Palmer (2001) suggest that “teaching is a complex activity, and necessitates the emergence and development of approaches to instruction that are consistent with what we know about the way that learning happens”. PBL has become a dominant classroom paradigm due to cognitive science research about the nature of learning, which has shown that students benefit from working together, and they learn best by teaching or by solving problems (Major & Palmer, 2001).

Upon examination of the empirical and theoretical evidence reported in three PBL reviews Jerry Colliver deems PBL as ineffective in fostering the acquisition of basic knowledge and clinical skills (2000, p. 259). Albanese (2000) insists 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 (2000) concurs, “Problem-based learning may provide a more challenging, motivating and enjoyable approach to medical education...” (p. 266). Camp (1996) states PBL students retain knowledge for longer periods, provide better causal explanations and are more motivated than students taught conventionally.