Integrating a problem based learning approach into undergraduate teaching

The theory of Problem Based Learning (PBL) is discussed and applied to a final year unit of teaching in the BAppSc (Construction Management and Economics) Course. The core idea of PBL in education is to use problems as the focus of student involvement. PBL is a learning experience profoundly different from the more usual subject-based learning (Margetson, 1997).

The paper discusses the advantages and disadvantages of PBL in the context of a current course learning environment. The Department, in providing a PBL unit in the final year, set out to execute a seamless transition from a wholly subject-based syllabus to an integrated PBL approach. It was largely successful in this. However the success did provide a dilemma, being; How should the Department continue, encourage and develop integration of the PBL approach into the earlier years of the course?

Secondary issues are concerned with the students ability to manage PBL in the early years of an undergraduate course, and the significant departure that PBL is from traditional subject-based learning.

Outline

The unit, which is in the final year, contains small group case studies and presentations (Curtin University of Technology, 1997). It was run for the first time in Semester One 1998. The learning objectives of the unit, which are similar to Kajewski (1996), include:

Develop lateral thinking in problem solving
Develop and require group interaction and communication skills
Provide real life experiences in the built environment

Question

The Department, in providing the unit in the final year, set out to execute a seamless transition from a wholly subject-based syllabus to an integrated PBL approach.

The dilemma is: How should the Department continue, encourage and develop integration of the PBL approach into the earlier years of the course?

Secondary issues are concerned with:

the students ability to manage PBL in the early years of an undergraduate course;
the significant departure that PBL is from traditional subject-based learning.

Context

It sets out the path that was taken to incorporate PBL into a course of ostensibly discrete units. It provides the reader with an insight into the methodology undertaken by the Department team in attempting to execute a seamless transition from a wholly traditional syllabus to a somewhat integrated PBL approach.

Problem based learning

PBL has been defined as "the learning which results from the process of working towards the understanding of, or resolution of, a problem" (Barrows & Tamblyn, 1980). Hence the core idea of PBL in education is to use problems as the focus of student involvement and work. This approach contrasts with traditional teaching that is teacher-centred. The teacher selects and presents knowledge and develops the learning environment (Woods, 1985). PBL starts with a problem that acts as a catalyst for students to acquire knowledge and skills supported by learning material and teacher access.

Consequently PBL is "a conception of knowledge, understanding, and education profoundly different from the more usual conception underlying subject-based learning" (Margetson, 1997).

Hence the aim of PBL is to encourage open-minded, reflective, critical and active learning and reflect the complexity and dynamism of knowledge (Margetson, 1997). The following three tables identify typical features, problems in implementation and objectives of the problem set. Table 1 identifies typical features of PBL. Table 2 identifies problems in implementing PBL.

Formulation and management of the problem

Risks associated with PBL

Student loss of direction due to a perceived lack of guidance.
Student lack of progress as they are used to teacher structured programs.
Students resent the workload in seeking information.
'Good' student thrive on PBL whereas the 'poor' students expect to be taught and fail to achieve.
Quality belongs to the teacher and not the student accordingly lack of student achievement is caused by the 'lack of teaching.'

Problem based teaching

develop life long learning skills
develop the relevance and interdependence of certain core units and disciplines
develop within the students an ability to think independently and critically

The students wanted the opportunity to be innovative in the phase (problem) solutions.
The students would like to make presentations to a small panel and use video cameras for critique and self assessment.
They felt that at their stage it was appropriate to apply existing knowledge. They did not want to be provided with any new knowledge.
They wanted to discover where graduates end up (on the first day at work) and then look towards the next step.

Design of a typical phase

Determine the phase objectives. These may be as simple as:
To understand the process of PBL
To develop report writing skills
To enhance presentation skills

Outline the competency outcomes required.
In the BIA unit the competencies published by the Australian Institute of Building (Australian Institute of Building, 1996) and Australian Institute of Quantity Surveyors (Australian Institute of Quantity Surveyors, 1998) were used as guidance. These two professional bodies provide the professional accreditation of the course and are most relevant to the students'.

Generate an appropriate problem or question.
It is important to identify the scope of work required from the students and provide parameters.

Outline the resources required for staff input.
In the BIA unit a weekly guide was produced detailing indicative content and hours of contact. This was an important issue as we had to manage the phase as a unit within other non-PBL units of teaching. This accords with Boud's (1997) research.

Determine the teaching pattern.
A pattern of teaching, which accords with McGeorge (1996) and Kajewski (1996) was determined. It recognises the need for greater contact time in the early stages of the phase (Boud & Feletti, 1997). Less contact is required as the students become familiar with the phase.

Identify the study coverage area.
In the BIA unit the phases extended and integrate the students' knowledge base. They provided integration.

Assign assessment criteria.
In terms of assessment the BIA phases required multiple assessment including written reports and oral presentations to the phase coordinator. In one phase of the BIA unit the students had to provide an individual critical analysis.

The dilemma!

References

Australian Institute of Quantity Surveyors (1998). National Competency Standards for Quantity Surveyors-Construction Economists, The Australian Institute of Quantity Surveyors, Deakin West ACT.

Baccarini, D. & Davis, P. (1998). 'Integrating problems in discrete parcels and hoping no one will notice: A case study in integrating problem based learning', in AUBEA 1998, ed. M. Skitmore, AUBEA, Brisbane Queensland, pp. 1-16.

Barrows, H. S. & Tamblyn, R. M. (1980). Problem-based Learning: An Approach to Medical Education, Springer, New York.

Boud, D. & Feletti, G. (1997). 'Changing Problem-based Learning. Introduction to the Second Edition', in The Challenge of Problem-based Learning, 2nd Ed, Vol. eds. D. Boud & G. Feletti, Kogan-Page, London, pp. 1-14.

Curtin University of Technology (1997). Curtin University of Technology Handbook and Calendar 1998, Publications and Events Management Group Curtin University of Technology, Perth WA.

Kajewski, S. L. (1996). 'PBL and Construction Management Education: An Independent learning case Study', Australian Institute of Building Papers: Education for Construction Management, Vol. 1, pp. 20-31.

Kenley, R. (1995). 'Problem Based Learning within a Traditional Teaching Environment', in AUBEA Conference Proceedings, AUBEA, Sydney.

Maitland, B. (1997). 'Problem-based Learning for Architecture and Construction Management', in The Challenge of Problem-based Learning, 2nd Ed, Vol. eds. D. Boud & G. Feletti, Kogan-Page, London, pp. 211-217.

Margetson, D. (1997). 'Why is Problem-based Learning a Challenge?', in The Challenge of Problem-based Learning, 2nd Ed, Vol. eds. D. Boud & G. Feletti, Kogan-Page, London, pp. 36-44.

McGeorge, D. (1996). 'An Advocacy for the Use of Problem based Learning in Construction Management Education', Australian Institute of Building Papers: Education for Construction Management, Vol. 1, pp. 4-9.

Ross, B. (1997). 'Towards a Framework for Problem-based Curriculum', in The Challenge of Problem-based Learning, 2nd Ed, Vol. eds. D. Boud & G. Feletti, Kogan-Page, London, pp. 28-35.

Woods, D. (1985). 'Problem-Based Learning and Problem-Solving', in Problem-Based Learning in Education for the Professions, ed. D. Boud, Higher Education Research and Development Society of Australasia, Sydney, pp. 59-66.