L EARNING IN GROUPS FACILITATES LEARNING DESIRABLE ATTRIBUTES. Social skills honed in the group learning process include: communication skills, teamwork, problem solving, independent responsibility for learning, sharing information, and respect for others (Wood, 2003). Problem-based learning (PBL) is an effective design for group learning projects.

Unlike it's name might suggest, PBL is not just about problem solving, but rather it initiates appropriate problem scenarios through which broader knowledge and understanding can be gained (Wood, 2003). The problem is the starting point for multi-dimensional learning.

In PBL learning groups are assembled in which every team member has essential roles and responsibilities toward completing the project and meeting the learning objectives.

The project concludes when these objectives are met and a product is produced. This product can take many forms: a performance, such as an oral presentation; or a tangible product, such as a memo; or both (Bridges, 1992).

PBL can be confused with problem-stimulated learning. The foundation is the same, but the difference resides in the amount of resources supplied by the instructor. Bridges (1992) illustrates the differences by outlining the steps in each (See Table). 

What is the rationale in choosing PBL over PSL? That would depend upon the projected audience. Lower-grade students will need the more structured learning environment that PSL would offer. Higher-grade students would benefit more by the cognitive tension created in the PBL project. The instructor would have to make that decision based upon his or her knowledge of their students’ abilities. 

The instructor’s role differs greatly from a standard instructional design. They do not dispense knowledge, nor do they conduct recitations. They seldom guide the discussion, and they generally do not manage the activities that occur during class time (Bridges, 1992, p. 58).

In PBL, the instructor assembles the resources, materials, supplies, and equipment needed to implement the project. The instructor also assigns the roles (leader, facilitator, and recorder) to the project team (Bridges, 1992, p. 59).

The role of the instructor, during the life of the project, is an observer of the pattern of participation. This exists along three dimensions: content, what is being said; process, who is talking and the tone of their comments; and frequency, high or low participation. The instructor also evaluates the participation. This is with the view of facilitating the growth of the participants. 

The rationale rests on the propositions that students retain little of what they learn when taught traditionally. It is also common for a student to use the knowledge they have inappropriately. PBL creates conditions by which the student can use the knowledge they gain under realistic conditions under the tutelage of the instructor. 

It is generally believed that students will more readily expend effort to tasks and activities they find enjoyable and interesting. PBL projects contain six elements that most students find enjoyable or intrinsically rewarding (Good & Brophy, 1991). 

                              1.Provides opportunities for active response: students learn by doing
                              2.Includes high-level objectives
                              3.Includes simulations
                              4.Provides immediate feedback
                              5.Provides opportunities to create finished products
                              6.Provides opportunity to interact with peers

There are four major goals at the heart of PBL (Bridges, 1992):

                             1.Acquisition of the knowledge base underlying a discipline
                             2.Developing the skills of the discipline
                             3.Developing problem-solving skills
                             4.Development of life-long learning skills

PBL has been used extensively in the training of medical practitioners primarily because of the benefits in putting knowledge to work in real-life scenarios. This benefit can be transferred to any learning environment where properly structured cognitive understanding is desired with the benefit of intrinsically-motivated learners eager to achieve the learning objectives. 

Anthony Amorteguy, BA, MCSD
Graduate Student
San Diego State University