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--- instructional_design:problem-based_learning [2011/04/20 13:24]
jpetrovic [What is problem-based learning?]
+++ instructional_design:problem-based_learning [2011/04/20 13:54]
jpetrovic [What is problem-based learning?]
@@ Line 11: / Line 11: @@
 In the 1960s at the McMaster University in Canada it was noted that medical education students were mostly bored during their classes, until they reached a stage where they were supposed to work with patients and try to help them solve their problems. It was then decided that biomedical problems, analyzed in small groups would be introduced into whole educational process, what remained a practice until today(([[http://www.extension.usask.ca/cjuce/articles/v34pdf/3426.pdf|Jubien, P. Problem-Based Learning in Canadian Undergraduate and Continuing Medical Education. Canadian Journal of University Continuing Education 34, no. 2: 111–125. 2008.]])) and has also spread to other medical schools as well as other fields like nursing, law, engineering, management, business administration and other(([[http://onlinelibrary.wiley.com/doi/10.1002/tl.37219966804/pdf|Barrows, Howard S. Problem‐based learning in medicine and beyond: A brief overview. New Directions for Teaching and Learning 1996, no. 68: 3-12. December 1, 1996.]]))(([[http://books.google.hr/books?id=z0c9AAAAIAAJ&printsec=frontcover&dq=The+Challenge+of++Problem-Based+Learning&hl=hr&ei=6cCuTceROszrOd6jge4B&sa=X&oi=book_result&ct=book-preview-link&resnum=1&ved=0CCsQuwUwAA#v=onepage&q&f=false|Boud, D. J., & Felleti, G. (eds.). The Challenge of  Problem-Based Learning. New York: St. Martin’s Press, 1991.]])).
-Although problem-based learning can be implemented on a variety of ways, its main characteristics are the following:
+Although problem-based learning can be implemented on a variety of ways, its main characteristics are the following(([[http://onlinelibrary.wiley.com/doi/10.1002/tl.37219966804/pdf|Barrows, Howard S. Problem‐based learning in medicine and beyond: A brief overview. New Directions for Teaching and Learning 1996, no. 68: 3-12. December 1, 1996.]])):
- is **learner-orientated** and **role of the teacher** here is not to provide knowledge, but to **guide and facilitate the learning process** and encourage students apply their knowledge and take responsibility in new situations.
+  * Problem-based learning is a **learner-oriented approach**. "//Under the guidance of a tutor... the students must take responsibility for their own learning, identifyig what they need to know to better understand and manage the problem on which they are working and determining where they will get that information...//"(([[http://onlinelibrary.wiley.com/doi/10.1002/tl.37219966804/pdf|Barrows, Howard S. Problem‐based learning in medicine and beyond: A brief overview. New Directions for Teaching and Learning 1996, no. 68: 3-12. December 1, 1996.]]))
+  * Learning occurs in **small groups** with usually less than ten members.
+  * Teacher has the role of a facilitator. Not by correcting students or providing them knowledge and guidance but by **asking questions** that the learners should be asking themselves in order to better understand the subject and by encouraging them to **apply their knowledge**.
+  * New information is acquired through **self-directed learning**.
+  * The problem learners are dealing with must be **real-world** and **motivating**.
 A possible **flow of a problem-based learning course** includes the following tasks from the students:

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