Problem-Based Learning

It's hard for students to take what they learn and turn it into real-life skills, especially when they are learning online. Corporate trainers and other educators are always looking to improve their students’ learning results, and problem-based learning (PBL) is a promising way to do this. It perfectly complements modern e-learning methods by having students learn via real-world scenarios rather than memorizing theoretical knowledge. In this article, we’ll explain what PBL is and show you step-by-step how to integrate it into your e-learning program.

It has often been observed that students have trouble applying their theoretical knowledge in real-world situations, and problem-based learning is designed to solve exactly that problem. In use since the 1960s, PBL is a learner-centered method that challenges participants to solve open-ended problems that do not always have a clear right or wrong answer. 

E-learning, especially asynchronous e-learning, tends to be a more passive learning experience. In contrast, PBL puts learners in the driver's seat of their educational journey. It adds variety to an e-learning program and encourages the active use of “soft skills” such as critical thinking, problem-solving, and collaboration.

Employees whose jobs deal with complex tasks are ideal candidates for PBL. The process was initially developed for use in the medical field and is now gaining traction in the fields of law, economics, business, and more. Problem-based learning can help employees deepen their knowledge while also discovering new ways of thinking and learning that are appropriate for their specific roles. These critical thinking skills can then be transferred to real-world problems that arise in their future work.

Unlike traditional learning models where students first learn about a subject and then apply that knowledge to solve a problem, problem-based learning begins with the problem. Students then acquire new knowledge via the problem-solving process. A PBL approach can be taken for both short-term and longer-term projects. This means that learning could take place over a one-day workshop or over several weeks or months, depending on the goals of the program.

PBL is based on three fundamental principles:

1. It is centered on solving complex, open-ended problems without well-defined solutions
2. It is a self-directed learning method in which learners collaborate in small groups
3. Learners are supported by their instructor throughout the process

While working through the scenario, students commonly go through seven steps or “jumps”:

1. Define terminology and ensure that everyone understands the scenario
2. Define the problem and identify the questions that need to be answered
3. Analyze the problem using existing knowledge and identify possible solutions
4. Organize the solutions found during step three
5. Formulate learning objectives for the questions that still need to be answered
6. Independent learning using books, the internet, industry publications, etc.
7. Exchange of information between group members

Through structured inquiry and group discussions, participants not only engage in stimulating, self-directed learning but also enhance their critical-thinking and decision-making skills. Because they are actively working to solve a problem, the drive to learn the relevant information and how it relates to the problem is much higher than in traditional instruction. PBL is emerging as a way to motivate students and create a more holistic learning experience in which not only knowledge but also practical skills are acquired.

While problem-based learning offers many benefits, it can also be challenging to implement. The approach is very different from traditional lecture-based learning, and both instructors and students need to get used to a new way of doing things.

Here are some of the common challenges when implementing a problem-based learning approach in an eLearning context:

Many eLearning platforms offer features that make collaboration easier than ever before. Students can not only chat with each other or do video conferences – they can even collaborate on writing tasks or organize data using shared documents. 

eLearning environments can also help students cope with the new learning format. For example, a PBL eLearning course could include checklists or periodic check-ins so that students have more structure to keep them motivated throughout the course. Your company could even consider offering customized learning paths that include short courses on the required soft skills before the PBL course begins. This would help students get the most out of their problem-based learning experience.

Finally, eLearning software could make it easier for instructors to evaluate the open-ended learning that takes place in PBL. This could be approached in many different ways: students could take tests in the form of open-ended questions, which instructors could easily correct and grade within the learning platform. Standardized (yes/no/multiple-choice) quizzes about the PBL process itself could be used to ensure that students understand the task. And, if they submit a final presentation digitally, learners could create multimedia presentations including videos or websites that they used during their own research.

These are just a few of the options that a good learning management software (LMS) would offer in the context of problem-based learning. But really, the sky's the limit!

There are different ways to integrate problem-based learning into an eLearning program. For example, you might set up a module in your LMS that includes a problem-based learning scenario. 
In an LMS, you could:

• Include an introductory video explaining the PBL approach and what is expected from students, 
• upload relevant materials for students to use in their research and learning, 
• add any checklists, quizzes, or check-ins that you like. 

The students could interact with each other using chat, shared documents, or even video conferences while working through the scenario. Finally, each group could collaborate on their final presentation, then upload it for the other groups and the instructor to view. For even more learning, groups could give each other feedback on the presentation and the results achieved and compare it with their own results.

You could also incorporate scenario-based learning, such as Knowledgeworker Coach. One way to do this would be to start off with a scenario that leads the students through a dialog, then ultimately presents them with an open-ended problem for them to research on their own. Alternatively, you could have students learn new material using a PBL scenario, then have them practice using their new-found knowledge in a scenario-based learning situation.

Imagine this: you assign your students to a custom learning path. They first watch an introductory video explaining what problem-based learning is and how they should approach the PBL scenario. Following the video, they take a short quiz to confirm their understanding. Then, the students are assigned to different groups and given a scenario to read through. It might look something like this:

After reading through the scenario, the students begin working through the 7 “jumps”. They can access the documents and information provided for them in the LMS as well as do independent research to learn more about the problem. After two or more rounds of researching and discussing the results with each other, the group can prepare a multimedia presentation and present their findings to the instructor and other students.