What is problem-based learning

Abstract

Problem–based learning has been the one of the most important recent developments in the university education of the professions (Boud and Feletti 1977). It started with medical education in North America and has spread across the globe and across most disciplines. Its potential to de-velop student learning has not been exploited in higher education (Savin-Baden 2000). Students report that problem–based learning is fun (The Irish Times 2002). So, what is problem–based learning? This introduction to problem–based learningwill give an overview of problem–based learning by answering some of the questions, which I am often asked when facilitating PBL staff develop-ment initiatives. It aims to encourage you to explore the idea of using or not using PBL in your teaching. It highlights areas of research you may be interested in considering. I was course co-ordinator of the Postgraduate Diploma in Third Level Learning and Teaching at the Dublin Institute of Technology. This course was a problem–based learning course. The lecturers became problem–based learners for the year. I have worked as an education developer in a number of universities facilitating academics to plan and implement PBL initiatives. I have worked with staff across a range of disciplines including physics, computer science and speech and language therapy. Based on my experience as a PBL curriculum designer, programme leader, tutor, education developer, consultant and researcher I will give a brief overview of some questions about PBL. The following diagram gives you a visual overview of the structure of the chapter

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