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Problem
Based
Learning
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Changes to be addressed by the Instructor |
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The instructor must also prepare and adjust to the changes that accompany the implementation of PBL. In addition to the shift in the role of the instructor, there is also a change in the structure of class time. Some authors (Schmidt, Bridges, Barrows) strongly suggest that the instructor provide unstructured time in the class in order for students to assemble in their teams, work with resources, contact and meet with faculty members who may be helpful to their project, and accomplish other tasks necessary in the resolution of the problem. Some research (Gijselaers and Schmidt, 1992) has shown that there is a point of diminishing returns. After a certain number of hours per week, the amount of teacher-centered time in class detracts from students' self-study time. The instructor may also need to address the perceived delay in the student performance that often occurs. Research shows that PBL students may not acheive as much, initially with the implementation of PBL (Schmidt, et. al, 1996). However, PBL students retain more than their traditionally educated counterparts and learn life-long, self-directed learning skills that other students may not. The next page discusses how to develop PBL for the classroom.
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