Problem-Based Learning Classroom Models in Higher Education

Background

Within any institute of higher education, objectives are established for each course that must be followed for accreditation purposes and so that students understand what they are to learn in the course. A PBL program is no exception to this rule. Before any type of model can be considered, stakeholders looking to establish a PBL program (e.g., professors, faculty members, administrators, community partners) need to have in place solid objectives so that everyone involved understands the direction in which the program is headed. Veldman et al. (2008) provided some guidelines to accomplish this goal.

According to Veldman et al. (2008), eight objectives must be included in the PBL program curricula in order to make the program successful. Objective 1 is to “identify and solve problems, and make decisions using critical and creative thinking” (Veldman et al., 2008, p. 552). In some models, the professors or faculty members give the students the problem to solve, but in others, the university educator provides an idea and the students develop their own problem. Regardless of how the problem is derived, all PBL programs must start with some type of issue to figure out. For Objective 2—“work effectively with others as members of a team, group, organization, and community” (Veldman et al., 2008, p. 552)—all students are expected to work collaboratively within their group. Although some students may have experience operating within this objective, others may have little or almost no expertise. It is important that the instructor gets to know the participants in the class and figure out who may need additional support. Once all have the knowledge and skills to work together, the team should operate smoothly.

Veldman et al. (2008) suggested that in Objective 3, students need to “organize and manage themselves and their activities responsibly and effectively” (p. 552). Part of being involved in the collective is setting deadlines as a group and ensuring that everyone contributes to meeting the goals the team sets. For some students this may be an easy task, but for others it could be a challenge. As in the second objective, the professor or faculty member may need to provide additional support and resources in order for everyone in the group to be on the same page. Once everyone in the collective understands how to act together to communicate and work toward a common goal, Objective 4, “collect, analyze, organize, and critically evaluate information” (Veldman et al., 2008, p. 552), should be set in motion. In an ideal PBL program, each student collects data and information on their own about the problem and then brings it to the group to share. However, if some members of the group have never conducted research on their own, the instructor may need to step in and provide assistance, either by directly providing certain information or by directing the student to articles that the pupil can read on their own. Objective 4 is a very important step because the collective cannot move forward until the required information has been properly disseminated.