Problem-based learning

- If you really want to get learners engaged, give them a problem to solve. Too often, we don't present problems to learners, we present content. A focus solely on content doesn't lead to deep thinking or learner engagement. The technique of teaching using problems has its modern origin in medical schools, which introduced the idea of problem-based learning to ensure students could properly diagnose medical conditions of patients. Since that time, problem-based learning has been used in a variety of disciplines and instructional settings. The good news is that problem-based learning is appropriate for both college classes as well as corporate training sessions. It's an excellent technique for teaching content knowledge, problem solving, and critical thinking. Problem-based learning helps learners to identify, define, and approach a problem through self-direction and teaches them to be resourceful. To create a problem-based learning activity, first divide learners into groups. Forming a group is a key element in problem-based learning because putting learners into groups creates an environment where they have an opportunity to share ideas, question the assumption of others, and raise questions related to the problem they are trying to solve. Group work also enhances communication skills and adds a realistic component, since most major problems are solved by more than one person. Group work is also helpful because groups hold their members accountable for completing tasks and making contributions, well, well-run groups anyway. Next, each group is given an ill-structured problem to solve. The learners then work on the problem by researching various aspects of the problem and developing possible solutions. The instructor typically provides mini-lectures, guides learners toward helpful content sources, and corrects drastic misconceptions or false starts. The instructor guides but doesn't offer answers. Learning occurs while the group researches content, synthesizes their findings, tests their hypotheses, and applies known models to the problem. Once the group thinks they have solved the problem, they present the solution in a formal manner, such as a presentation or some type of written document. The work of the group is then reviewed, assessed, and evaluated. The solutions of the groups provide a great resource for talking about how to solve problems, how to approach problems, and what resources are necessary to successfully solve a problem. Additionally, the research process provides a rich opportunity for the learners to learn the content they need to know. So let's look at an example of how problem-based learning works. In a lesson on conducting a financial audit, learners are formed into groups as soon as they walk into the classroom. Each group represents an auditing team. The auditing teams are then given an ill-structured problem, which is a request to audit a company that's been accused of having irregular financial dealings. There is no more detail presented. The groups of learners must then request to look at the company's books, determine what is considered irregular financial dealings, and basically conduct a thorough investigation on their own. Throughout the course, groups learn terminology related to accounting and audits. They learn what financial forms need to be completed. They learn what type of communications are appropriate, and they learn a model for conducting an investigation. Additionally, they discover common accounting irregularities that might appear in an audit. They learn content. At the end of the learning experience, the groups must present their findings to a mock review board who will determine how well the groups conducted the investigation based on specific criteria. Problem-based learning motivates learners because it presents a challenge and encourages learners to dig deeply into the content of their own choosing to find the answer. When you are thinking about creating instruction, consider how you can take course material and convert it from a lecture to a problem that learners are anxious to solve. While it may seem daunting to give up a lecture and ask students to solve problems, the results are more motivated learners who learn both content and problem solving. It's a powerful technique for engaging your learners.