This shows you the differences between two versions of the page.
Both sides previous revision Previous revision Next revision | Previous revision Next revision Both sides next revision | ||
instructional_design:problem-based_learning [2011/04/20 14:41] jpetrovic [What is problem-based learning?] |
instructional_design:problem-based_learning [2011/04/20 14:50] jpetrovic [What is problem-based learning?] |
||
---|---|---|---|
Line 15: | Line 15: | ||
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.]])): | 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.]])): | ||
- | * Problem-based learning is a **learner-oriented approach**. "//Under the guidance of a tutor... the **students must take responsibility for their own learning**, identifying 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.]])) | + | * Problem-based learning is a **learner-oriented approach**. "//Under the guidance of a tutor... the students must take **responsibility for their own learning**, identifying 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. | + | * Learning occurs in **small groups** with usually less than ten members and collaboration with other learners is necessary. |
* 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**. | * 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**. | + | * New (possibly interdisciplinary) information is acquired through **self-directed learning** and has to be applied on the problem. |
- | * The problem learners are dealing with must be **real-world** and **motivating**. | + | * The **problem** learners are dealing with must be similar to **real-world** problems, **motivating** and **ill-defined** to enable multiple hypotheses to be constructed. |
A possible **flow of a problem-based learning course** includes the following tasks from the students: | A possible **flow of a problem-based learning course** includes the following tasks from the students: |