X – What is Problem Based Learning

What is Problem Based Leaning (PBL)?

Problem Based Learning: A Primer
By: Nicholas Massa, PhD

Photonics technicians are problem solvers – individuals who must skillfully apply their knowledge of lasers, optics, electronics and related technologies to solving real-world problems. Working side-by-side with engineers and scientists, photonics technicians are the hands-on side of an engineering team; they are responsible for designing experiments, building and troubleshooting prototypes, analyzing and interpreting data and presenting experimental results to peers, supervisors and customers. Given the broad scope of duties required of the photonics technician, why do many photonics technician educators continue to teach in a traditional instructor-centered manner that provides little opportunity for students to actively engage in real-world problem-solving? This approach to education too often results in graduates who enter the workforce inadequately prepared to adapt to the complex and ever-changing demands of the 21st century high-tech workplace.

PHOTON PBL addresses this challenge through problem-based learning (PBL), an instructional method that challenges students to “learn how to learn” by collaboratively solving genuine real-world problems. Research shows that compared to traditional lecture-based instruction, PBL improves student understanding and retention of ideas, critical thinking, communication and problem-solving skills, as well as ability to adapt learning to new situations – the cornerstone of lifelong learning.

In PBL, students learn the process of solving real-world, open-ended problems that may have a number of possible solutions. PBL involves a recursive problem-solving process that begins with a problem scenario presented in the context in which it is to be solved (see Figure 1). Student teams collaboratively analyze the problem by identifying relevant facts and learning issues, activating prior knowledge, generating hypotheses, reflecting on their beliefs about the problem and generating learning objectives needed to solve the problem. This phase is followed by a period of self-directed learning whereby each student engages in learning specific content identified as relevant in the initial problem analysis phase. During this process, the instructor serves as a consultant, guiding the student as they seek required resources and providing additional information as needed, thereby shifting the responsibility for learning onto the student. Upon completion of the self-directed learning phase, students reconvene to brainstorm, assessing and evaluating their problem solutions based on their new understanding of the problem. Possible solutions are then tested and reformulated if needed. This process may repeat itself several times when solving a single problem. Student evaluation in PBL takes several forms, from a final patient diagnosis in medical education to the generation and presentation of a formal proposal, including cost/benefit analysis and/or feasibility analysis in an engineering education application. In either case, the final problem solution takes the form of what would be most appropriate in that particular context.

After years of learning from classroom lectures, many students have difficulty adjusting to PBL. A common complaint among those introduced to PBL for the first time is the stress and anxiety associated with solving open-ended problems and self-directed learning. PBL thrusts students into uncertain learning situations where problem parameters are not well defined and the task at hand may be ambiguous – just like in the real world. To ease this transition, the PHOTON PBL Challenges are designed with three levels of structure: Level 1 (Instructor Led - Highly Structured), Level 2 (Instructor Guided - Moderately Structured) and Level 3 (Instructor as Consultant - Open-Ended) depending on the technical nature of the problem and ability level of the students. This format allows students (and faculty) to progress through the PBL Challenges along a continuum, from a low autonomy mode (highly structured) to high autonomy mode (open-ended) over time, improving the likelihood that both students and faculty will adopt and embrace this new mode of instruction and learning (see Figure 2).

Given the practical nature of photonics technology education where students must learn to apply their knowledge in solving complex, real-world problems, PBL appears well-suited for educating technicians capable of addressing the ever-changing needs of today’s technological and multicultural society.

Dr. Massa teaches in the Laser Electro-Optics program at Springfield Technical Community College. He can be contacted at massa@stcc.edu.