Complete thesis - Murdoch University

taxonomy (Barrows and Tamblyn, 1980) proposes several varieties of PBL in use, describinga continuum from lecture-based cases where case material is used to demonstrate lectureinformation to problem-based (students meet with a client in a simulated environment thatallows free enquiry) and closed-loop problem-based where an evaluation of the reasoning usedbased on the resources utilised is incorporated. The type of scenarios offered, the assessmentmethods, learner autonomy and the way in which teaching and learning occur determinewhich variation is most appropriate for any given environment. Generally the problem ispresented in a way that is relevant to professional practice, and usually transcends disciplinaryboundaries so that an interdisciplinary approach is required to tackle the problem. A PBLmethodology, which expands or contracts the recursive stages described in Koschmann et al(1994):problem analysis the rich context is mined for important facts, sub-problem(s) and alternatesolution paths generated. With the guidance of the teacher, students explore theproblem, identifying strengths and weaknesses in learning and using these as a guideto individualised studyself-directed learning the learning agenda is determined by the information needed toevaluate the alternatives proposed.problem re-examination based on findings, solution paths are added, deleted or revisedabstraction an articulation process to increase the utility of the knowledge gained in specificcontextsreflection a debriefing of the experience to identify improvement in the learning process.Students reflect on the learning process and the content gained through working on theproblemis used to structure the learning experience.Although exponents of PBL note many advantages of the approach (including its emphasison student-centred learning activities that are long term, interdisciplinary and integratedwith real-world concerns and approaches, enforcing a holistic approach and thinking; itspreparation of students for flexible lifelong learning; problem-solving in unfamiliar situationsthrough reasoning critically and creatively) problems have also been reported (Boud andFeletti, 2001). Obstacles to be overcome include164