Exploring the Tensions of Problem‐Based Learning: Insights From Research

Abstract

Professors who wish to implement problem‐based learning (PBL) must reconcile numerous tensions regarding its efficacy. The authors address some of these tensions by considering empirical literature about PBL.

Implementation of PBL in Engineering Education: Conceptualization and Management of Tensions

“…While Hung et al [21] identified PBL tensions in general, other researchers identified tensions specific to engineering education reform. These include individual versus organization value assigned to teaching [14][27], theory versus practice/application [22], classroom problems (well-structured) versus real-world problems (illstructured) [24], single-disciplinary versus interdisciplinary content [16], problem-solving versus design [24].…”

“…Hung et al [21] identified and described five tensions of PBL. These include depth versus breadth of curriculum, higher-order thinking versus factual knowledge acquisition, long-term effects versus immediate learning outcomes, student's initial discomfort versus their subsequent positive attitudes, and the traditional role of instructor versus the role of facilitator.…”

“…The introduction of an innovative pedagogy such as PBL brings with it a set of tensions [21] and compounds the tensions already identified in engineering education reform efforts [14]. How engineering educators conceptualize and manage these tensions remains largely unexplored.…”

Problem based learning: Does it provide appropriate levels of guidance and flexibility for use in police recruit education?

“…Hung, Bailey and Jonassen, (2003) suggest developing group-processing skills is important and Schmidt et al (2007) advise training learners in group collaboration skills before using PBL, so group processes function more effectively and thus reduce cognitive load. The Police PBL facilitators spent considerable time on group processes before and during PBL, encouraging us to reflect on our group interactions to promote effective teamwork and interpersonal communication.…”

“…For example, it is important for tutors to encourage problem-solving processes and meta-cognitive thinking (Hung et al, 2003;Loftus & Higgs, 2005). We discussed meta-cognition early in the course and were encouraged to build on this concept through our learning journals.…”