What is Problem-Based Learning?
Problem-Based Learning (PBL) is an instructional approach
where students learn by working through complex, real-world problems. Rather
than first teaching content and then applying it, PBL reverses this sequence:
students encounter a problem first, identify what they need to learn to solve
it, and then acquire that knowledge through self-directed study and
collaborative work.
Core Characteristics of PBL
In authentic PBL, students engage with problems that are:
Complex
and open-ended – No single correct answer or clear solution path
Realistic
– Reflecting challenges professionals encounter in the field
Student-centered
– Learners drive the investigation and decision-making
Collaborative
– Small groups work together to analyze and address the problem
Iterative
– Solutions are developed, tested, and refined over time
The instructor acts as a facilitator or coach rather than a
lecturer, guiding students through questioning and providing resources as
needed.
The PBL Process
A typical PBL cycle follows these stages:
Problem
Presentation – Students encounter a scenario or challenge with limited
information
Identify
Known and Unknown – Groups discuss what they understand and what they
need to learn
Generate
Hypotheses – Students propose possible explanations or approaches
Define
Learning Issues – The group identifies specific questions to research
Self-Directed
Learning – Students independently research their learning issues
Share
and Apply Knowledge – Groups reconvene to share findings and work
toward solutions
Reflect
and Assess – Students evaluate both their solution and their learning
process
When to Use Problem-Based Learning
PBL Works Well When:
You Want to Develop Higher-Order Thinking Skills
PBL excels at building critical thinking, analysis, synthesis, and evaluation
skills. If your course goals emphasize applying knowledge rather than just
recalling facts, PBL is highly effective.
Students Need to Integrate Multiple Concepts
When learning objectives require connecting ideas across topics or disciplines,
PBL provides a natural framework. For example, a nursing scenario might require
anatomy, pharmacology, and patient communication skills simultaneously.
Professional Skills Are Course Priorities
PBL naturally develops workplace competencies like collaboration,
communication, problem-solving, self-directed learning, and adaptability—skills
community college students need for career success.
Content Has Clear Real-World Applications
Courses in healthcare, business, technology, social sciences, and applied
sciences benefit greatly from PBL because authentic problems are readily
available and motivating for students.
You Can Dedicate Sustained Class Time
PBL requires extended engagement with problems, typically spanning multiple
class sessions. It works best when you can allocate several hours or weeks to a
problem scenario.
Students Have Foundational Knowledge
While students don't need to know everything before starting, they should have
basic skills to begin investigating the problem. PBL builds on existing
knowledge rather than creating it from nothing.
Consider Alternatives When:
Foundational Skills Must Come First
In introductory courses where students lack basic vocabulary or fundamental
concepts, some direct instruction may be necessary before PBL can be effective.
Consider hybrid approaches that combine lectures or other teaching strategies
with problem-solving.
Time Is Severely Limited
PBL requires time for investigation, discussion, and iteration. If you have
only one or two class meetings to cover a topic, more focused active learning
strategies (case studies, simulations, structured problem sets) may be more
practical.
Assessment Infrastructure Isn't in Place
PBL requires assessing process as well as product, including collaboration,
research skills, and reflection. If you can only use traditional tests, PBL's
full benefits won't be realized or measured.
Student Resistance Is High
Some students, especially those accustomed to lecture-based learning, may
initially resist PBL's demands for self-direction. While this can be overcome
with clear expectations and scaffolding, be prepared to address concerns and
build buy-in.
Practical Applications by Discipline
Healthcare Programs: Patient scenarios requiring
diagnosis, treatment planning, and ethical decision-making
Business: Market analysis challenges, organizational
problems, budgeting dilemmas, or entrepreneurial ventures
STEM: Engineering design challenges, environmental
problems, data analysis projects, or troubleshooting technical systems
Social Sciences: Community issues, policy analysis,
cultural conflicts, or social justice challenges
Humanities: Interpretive problems, rhetorical
situations, historical mysteries, or creative design briefs
Getting Started with PBL
If you're new to PBL, consider these approaches:
Start Small – Try one PBL unit in a semester rather
than converting your entire course immediately.
Use Scaffolding – Provide structure for newer
students: research guides, check-in milestones, question prompts, or sample
analyses.
Be Transparent – Explain why you're using PBL and how
it benefits students. Make the learning process visible.
Prepare Rich Problems – Invest time in crafting
scenarios that are engaging, appropriately complex, and aligned with your
learning objectives.
Build in Reflection – Include regular opportunities
for students to reflect on both what they're learning and how they're learning
it.
Assess Thoughtfully – Use rubrics that evaluate both
the solution and the process and consider incorporating peer assessment and
self-assessment.
Resources for Further Learning
Connect
with colleagues who use PBL
Connect
with an instructional designer in AISD
Review
disciplinary journals for published PBL cases in your field
Problem-Based Learning represents a significant shift from
traditional instruction, but for many students and courses, it offers a useful
way to develop the knowledge and skills needed for both academic success and
career readiness.