Problem Based Learning A Case Study Presented by

Problem Based Learning: A Case Study Presented by: Deana Halonen Ph. D. Candidate, M. S. W. , H. B. S. W halonen@cc. umanitoba. ca

Agenda • Problem Based Learning (PBL) – Characteristics – Basic Steps – Advantages – Limitations • The Case Study • Major Findings • Students Perceptions

Problem Based Learning (PBL) • Began in 1950’s as a movement to restructure medical education at Mc. Master University (Canada) • Unlike traditional instruction that culminates in a problem after basic instruction on facts and skills (sometimes in the form of a test or exam), PBL begins with a problem, teaching facts and skills in a relevant context

Characteristics of Problem Based Learning • Requires students to solve authentic, reallife open-ended problems with many correct answers possible • Authentic problems are those real-life issues faced by doctors, nurses, social workers, police officers, lawyers, engineers, business administrators, pilots, etc.

Characteristics of PBL • Emphasizes students’ pre-existing knowledge; “start with what you know” • Students actively participate by helping plan, organize, and evaluate the problem solving process • Interdisciplinary connections stressed • Students undertake authentic roles

Basic Steps of Problem Based Learning • Students divided into groups • Real problem is presented and discussed • Students identify – What is known in relation to the problem – What information is needed – What strategies or next steps to take in order to “learn” the information/knowledge/skills needed • Individuals research different issues, gather resources

Basic Steps of PBL (con’t) • Resources evaluated in group and new information/knowledge/skills shared/taught to rest of the group • Cycle repeats until students feel that problem has been framed adequately and all issues have been addressed • Possible actions, recommendations, solutions or hypotheses are generated • Tutor groups conduct peer/self assessments

Facilitators and Problem Based Learning • Teachers are seen as the “facilitator” and are key to these learning environments • Model higher-order process skills • Probe for student understanding • Never identify issues or state an opinion while students are framing the problems

Advantages of Problem Based Learning • Greater retention and recall of knowledge • Interdisciplinary: – can require accessing and using information from a variety of subject domains; – Better integration of knowledge – Integration of classroom & field • Development of life-long learning skills – How to research – How to communicate in groups – How to handle problems

Advantages of PBL • Learning environment that is – – – Active Cooperative Self & peer assessed Student centred Highly effective • Learning environment that provides – Prompt feedback – Opportunities to account for personal learning preferences & multiple intelligences – Opportunities to allow for a variety of levels of learning

Advantages of PBL • Learning environment that enhances critical thinking and problem solving skills • Greatest strength of PBL is: – Increased motivation – Increased student satisfaction – Increased Student-student interaction – Increased Student-instructor interaction

Limitations of Problem Based Learning • Requires significant pre-planning and development of – Authentic problems, cases, situations – Resources available for students • Literature • Resource people • Professionals in the field • Requires an authentic commitment and willingness to honor the knowledge, experience & skills that students bring to the learning experience

Limitations of PBL • Requires a change of Paradigms – A shift of focus from what faculty teach to what students learn – A view of the Instructor as facilitator of the learning as opposed to “the one expert” whose role is to “bank knowledge” (Friere) through lectures or classroom demonstrations

Resources & References • Problem-based learning, especially in the context of large classes Available online at http: //www. chemeng. mcmaster. ca/pbl. htm • Stepien, Senn & Stepien (2000) The Internet and Problem-Based Learning: Developing Solutions through the web • Rankin (1999) Handbook on Problem-Based Learning Challis Resource Centre • Duch, Groh & Allen (2001) The Power of Problem-based Learning: A practical ‘how to’ for teaching undergraduate courses in any discipline

The Problem • Imagine you are at the end of a phone line with a group of students who are situated throughout a region, province, Canada, possibly beyond. It is a 3 hour class and you know that while students can hear you, they can’t see you or each other. • You have no idea if someone is chatting, has gone to the washroom, is reading the newspaper, making the weekly shopping list, or even left class for the day. • You want to ensure that students are connecting with the material, connecting with you (the Instructor), connecting with each other and connecting with the institution. • You know that students report general dissatisfaction with ‘distance education’ and learning at a distance from their instructors.

The Case Study • How does Problem Based Teaching affect student satisfaction in Social Work courses delivered through virtual audioconferenced Distance Education classrooms?

Problem Based Learning Distance Education Social Work Education

Methodology • Within a group of students enrolled in a 2 year dual diploma program, Instructor/Researcher taught 4 (3 credit hour) courses: • 2 for 1 st year students: 1 using PBL & 1 using Lecture Based Teaching • 2 for 2 nd year student: 1 using PBL & 1 using Lecture Based Teaching

Data • Throughout the term, all students were required to maintain a journal and reflect on: – What they were learning – How they were learning it – How they knew they were learning it – How would they demonstrate that they were learning it

Data (2) • Some classes were audio-taped • Some classes were video-taped – In the first ½ of the course – In the second ½ of the course • Instructor/Researcher maintained a journal recording the classroom learning activities that students engaged in • Researcher/Instructor maintained a journal recording students reactions and levels of participation in the classroom learning activities

Data (3) • At the beginning of the term, all students were provided with an explanation about the research and asked to complete a sheet of paper and indicate whether or not they would participate in the research project. The sheet of paper was then placed in a sealed envelope and mailed to an independent third party • Since all students filled in the form, no one was able to tell who chose to participate and who chose not to participate, including the Instructor/Researcher • Once all evaluation was completed and Final Grades were submitted to the Registrar, the Independent third party released the signed sheets of paper to the Researcher/Instructor

Data (4) • One to one or focus group interviews were held with those students who had consented to participate in the research project • Data was gathered on: – The student’s experience and their perception of: • • Level of learning in PBL & Lecture courses Level of satisfaction with PBL & Lecture courses Level of participation in PBL & Lecture courses What they were doing differently in PBL & Lecture courses

Findings • The Students – 59 in 4 courses >19 Year 1 & 22 Year 2 > 14 agreed to participate – 12 of the sample were female & 2 were male – Physically located in 8 different communities • 7 in Northwestern Ontario • 1 in Northeastern Ontario – Grade Point Average ranged from 2. 96 to 4. 0 with average being 3. 4

Final Grades (cf) Cf LB 1 st yr PBL 1 st LB 2 nd yr PBL 2 nd 0 – 49 3 1 0 1 50 – 59 1 1 0 1 60 – 69 10 5 0 4 70 – 79 6 4 3 3 80 – 89 3 4 6 9 90 – 100 8 3 13 11 TOTAL 18 22 29 31

Major Findings • • • Retention Rate was 100% Actively engaged Satisfaction Participation Collaboration Learning – Construction of Knowledge – Application of knowledge – Retain Knowledge

Students Perceptions • • • Stimulating Humane Challenging Exchange with others Resources

Students Perceptions • What were they doing differently?