Problem oriented learning
Imke Buß; Jutta Rump; Janina Kaiser; Melanie Schiedhelm; Petra Schorat-Waly
a) Description of the method
The starting point of the learning process is a complex, realistic and subjectively significant problem from the field of the study program. As a rule, the students work on this problem in groups. As many different perspectives as possible (including disciplinary perspectives) should be involved (multi-perspective approach). The learning process usually takes place in seven to eight steps listed below, in which the students learn cooperatively and independently in groups. The process is guided by the teacher or a tutor.
The POL format can be used as a substitute for as well as an insertion in seminars or lectures. However, it should be noted that students are not necessarily accustomed to this type of learning and therefore POL must be trained. Frequent use in different modules is therefore advisable.
What is it good for?
POL promotes the acquisition of knowledge and the development of skills, especially social skills. It also promotes learning and problem-solving skills and can have a motivating effect. Overall, students strongly control their own learning process. POL can be conducted either as a large problem set over the entire semester or as a method at shorter intervals.
Procedure
1. Definition of the problem
Students themselves look for a problem within the context of the module and clarify the suitability of this problem with the instructor.Alternative: specification of the problem by the instructor 2
. Collection of the problem aspects, definition of the problem The group collects the partial aspects of the problem. Different perspectives are taken into account. The aspects are recorded in writing. The problem is defined in more detail - here a consensus of all participants must be reached. 3
. Collection of hypotheses and ideas
Hypotheses and ideas are collected on the problem defined in step 2 (flipchart, blackboard, index cards - brainstorming). BUT: do not make a critical evaluation of the hypotheses yet! 4
. Systematic ordering of the hypotheses and ideas The group orders the presented contents and ideas according to principles chosen by themselves (must be defined and discussed beforehand). Relevant aspects are selected. 5
. Formulation of learning objectives
The students record which facts are already known in the group and which still need to be worked out. Learning objectives are defined to systematically develop the knowledge and skills in the group. 6
. Working out the learning content and objectives (individually or in subgroups)
To work out the learning objectives, the available resources (library, Internet, experts) are used in groups or individually. All aspects necessary to solve the problem should be covered. 7
. Synthesis and discussion of the elaborated contents
What has been learned is presented by the groups or individuals and the problem is discussed anew taking into account these findings. The most important points for solving the problem are recorded in writing by the students and critically reflected upon. Problems can often be solved in different ways. Therefore, different solutions to a problem may also emerge from the synthesis of insights. 8
. Evaluation of the solution path
Metacognition is used to reflect on the elaboration of the problem and derive insights (for the next "round").
Group size
Work in groups of 4-5 students.
Time expenditure
Support of the students, if necessary preparation of the problem a)
within the course: per round two meetings of 2 hours each (in between break of 1-2 weeks, if necessary substitution of face-to-face meeting(s) by self-study phase).
b) larger problems: Duration of several weeks with alternation of kick-off meeting, reflection meeting and final meeting. In this case, supervision by tutors or teachers during the course is particularly important.
Room equipment
No special requirements; since several groups work in parallel, they should be able to work in sufficiently separate rooms.
Material
Flipchart or blackboard for collecting and recording ideas.
b) How does POL promote the following diversity dimensions? &
Prior professional experience Prior knowledge &
POL can make prior professional experience useful by assigning tasks to the groups and within the groups accordingly. Prior knowledge can be developed individually through individual and group work. The learning speed and the learning content are individual. Previous professional experience and knowledge can easily be taken into account by forming appropriate groups. Especially in case of interdisciplinary problems to be solved, different previous knowledge (in breadth and depth) is advantageous. By dividing some of the project tasks among the students, they can use their respective strengths and at the same time work up missing knowledge individually.
Core competence independent work & learning
Independent work and learning is strongly encouraged and demanded by the application of this method, since the focus here is on the independent organization of one's own knowledge acquisition. Regular feedback, interim status discussions and targeted group formation support those whose self-direction skills are not (yet) well-developed.
Study motivation
Problem-based learning is a democratic and action-oriented learning method that requires personal responsibility, problem-solving skills and creativity. As a result, this method requires a basic motivation to engage in ways of teaching/learning that are often new to students and instructors. This curricular openness, which offers the best possible space for learner determination and orientation, can help to overcome the break between theory and practice often felt by students and thus promote motivation to a high degree.
Academic & social integration
Academic and social integration are greatly enhanced by the use of this method. Academic integration occurs, among other things, through the guidance and methodological-content feedback provided by the instructor. Social integration occurs through the intensive group phases. The group formation process may need to be supported by teachers in order to avoid exclusion processes.
Time & local restrictions
In problem-based learning, the teams have to meet regularly. Overall, there are significantly more appointments to coordinate than when attending a lecture. However, these can be coordinated with the small group and are not rigidly prescribed by the university. It is also possible to set up the working groups virtually so that the work process is not dependent on location. In the self-learning phase there are no local restrictions.
Literature
Baumert, J. (1993): Learning strategies, motivational orientation, and self-efficacy beliefs in the context of school-based learning. In: Instructional Science (21), pp. 327-354.
Higher education didactics for STEM subjects (n.d.): project-based learning. Available online at www.hd-mint.de/lehrkonzepte/lehrkonzepte/projektarbeit, last checked 04/26/2016.
Marks, F.; Thömen-Suhr, D. (2012): Facilitating problem-based learning (POL) - Reconstructing reality. In: New handbook of university teaching. Stuttgart (C.1.1).
Pfäffli, B. (2005): Teaching in higher education. A university didactics for building knowledge and competencies. Bern, Stuttgart, Vienna: Haupt Verlag.
Weber, A. (2004): Problem-based learning. Bern: h.e.p. Verlag.
Citation
Buß, Imke; Rump, Jutta; Kaiser, Janina; Schiedhelm, Melanie; Schorat-Waly, Petra (2017): Problem-based learning (POL). In: Rump, Jutta; Buß, Imke; Kaiser, Janina; Schiedhelm, Melanie; Schorat-Waly, Petra: Toolbox for good teaching in a diverse student body. Working Papers of the Ludwigshafen University of Applied Sciences, No. 6. www. hwg-lu.de/arbeitspapiere
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