Implementation of Problem-based Learning (PBL): Institutional requirements and conditions

Author(s):

Claude Müller

Conference:

ECER 2009

Network:

22. Research in Higher Education

Format:

Paper

Session Information

22 SES 05 B, Problem-Based Learning (PBL) in Higher Education Studies

Paper Session

Time:

2009-09-29

08:30-10:00

Room:

HG, HS 30

Chair:

Contribution

Problem-based learning (PBL) is a highly self-directed learning process centred on the exploration, explanation and solution of meaningful problems. In PBL, students work in small groups accompanied and coached by a tutor. Though developed in practice in medical schools (Barrows & Tamblyn 1980), PBL is closely related to constructivist and situated learning theories. Its advocates claim improvement especially in the recall and application of knowledge (prevention of inert knowledge) and in fostering students’ social and self competencies. Furthermore, it is assumed that PBL enhances the students’ motivation to learn. PBL has been successfully disseminated around the world and is used in various subjects. The rise of PBL’s popularity is somewhat astounding, inasmuch as empirical data in existing meta-analyses show an inconsistent pattern (Albanese & Mitchell 1993, Berkson 1993, Colliver 2000, Dochy, Segers, Van den Bossche & Gijbels 2003, Kalaian, Mullan & Kasim 1999, Newman 2003, Smits, Verbeek & de Buisonjé 2002, Vernon & Blake 1993): Compared to conventional learning, PBL has a positive effect on vocational competencies and students’ learning motivation; on the other hand, the results show a rather negative effect on knowledge. It should be noted that the identified effects are small and that the results of individual studies are wide-ranging and often contradictory. Nevertheless, it can be assumed that PBL has not yet fulfilled its expectations, as empirical research has shown no fundamental benefits as compared to conventional learning. Owing to the heterogeneous and divergent results regarding PBL’s effectiveness, the present research aims to analyse its implementation. Accordingly, research has to clarify the context in which PBL functions (or not) as well as the preconditions for successful implementation (Hmelo-Silver 2004). This contribution concentrates on the institutional requirements and conditions for the implementation of PBL.

Method

Following a review of the theoretical and empirical findings on PBL and research on organisational change and innovation, the main institutional requirements and conditions for PBL implementation were identified and integrated in an implementation model. The model is an adaptation of the change-matrix (Knoster, Villa & Thousand 2000) and consists of five elements: vision, skills, incentives, resources, action plan. It is assumed that all the components need to be present to overcome resistance to change and to successfully implement PBL. The model also serves as a framework for the instrument developed to evaluate the implementation process (PBL implementation questionnaire, PBLIQ). The instrument focuses on the institutional requirements and conditions for PBL implementation. Both the model and the instrument were used to evaluate the implementation of PBL at the Zuerich University of Teacher Education.

Expected Outcomes

The results show that the developed model and the questionnaire are viable instruments in the planning and assessment of PBL implementation. The model extends the knowledge on the institutional requirements and conditions for PBL implementation. When used with the questionnaire, it enables the efficient evaluation of the entire implementation process.

References

Albanese, M. A. & Mitchell, S. (1993). Problem-based learning: a review of literature on its outcome and implementation issues. Academic Medicine, 68(1), 52–81. Barrows, H. S. & Tamblyn, R. M. (1980). Problem-based learning: an approach to medical education. New York: Springer. Berkson, L. (1993). Problem-based learning: have the expectations been met? Academic Medicine, 68(10 Supplement), S79–88. Colliver, J. A. (2000). Effectiveness of problem-based learning curricula: research and theory. Academic Medicine, 75(3), 259–266. Dochy, F., Segers, M., Van den Bossche, P. & Gijbels, D. (2003). Effects of problem-based learning: a meta-analysis. Learning and Instruction, 13, 533–568. Hmelo-Silver, C. E. (2004). Problem-based learning: what and how do students learn? Educational Psychology Review, 16(3), 235–265. Kalaian, H. A., Mullan, P. B. & Kasim, R. M. (1999). What can studies of problem-based learning tell us? Synthesizing and modeling PBL effects on national board of medical examination performance: hierarchical linear modeling meta-analytic approach. Advances in Health Sciences Education(4), 209–221. Knoster, T. P., Villa, R. A. & Thousand, J. (2000). A framework for thinking about systems change. In R. A. Villa & J. Thousand (Eds.), Restructuring for caring and effective education: Piecing the puzzle together (pp. 93–128). Baltimore: Paul H. Brookes Publishing. Newman, M. (2003). A pilot systematic review and meta-analysis on the effectiveness of problem based learning. Newcastle: Learning & Teaching Subject Network. Smits, P., Verbeek, J. & de Buisonjé, C. (2002). Problem based learning in continuing medical education: a review of controlled evaluation studies. British Medical Journal, 324, 153–156. Vernon, D. T. & Blake, R. L. (1993). Does problem-base learning work? A meta-analysis of evaluative research. Academic Medicine, 68, 550–563. Own publications: Müller, C. (2007). Implementation von Problem-based Learning – Eine Evaluationsstudie an einer Höheren Fachschule. Hep-Verlag: Bern. Müller, C. (2008). Gestaltung von problembasierten Lernumgebungen (Problem-based Learning): Eine Analyse aus motivations- und kognitionspsychologischer Sicht. Netzwerk – Zeitschrift der Wirtschaftsbildung Schweiz 1/08, S. 20-33. Müller, C. & Eberle, F. (2009). Implementation von Problem-based Learning. Eine Evaluationsstudie in einem nichtpriviligierten Kontext. Zeitschrift für Berufs- und Wirtschaftspädagogik 105/2009. S. 53-69.

Author Information

Claude Müller

University of Teacher Education, Zürich

Research and further education

Zürich

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