Introduction to PBL

Problem-based learning (PBL) uses problems as triggers for learning. It has its roots in the medical field, where students have to deal with real cases that require them to diagnose problems, conduct research and propose solutions.

In the PBL setting, the responsibility of learning belongs largely to learners, with teachers taking on a role as a facilitator, rather than an instructor, to guide students' learning processes.
 

Students working and learning together during a facilitation session.

Main Principles Underpinning PBL

• Students construct their understanding instead of receiving instruction.
• Students do not start with an empty slate. They possess prior knowledge, assumptions and experiences and these are critical in helping students make sense of any new information.
• Learning happens in a social context, with meaning negotiated in a collaborative team setting.
• Learning and problem solving strategies are consciously applied to deal with unfamiliar information, handling team dynamics and working out feasible and well-thought through solutions.
• Learning takes place through self-directed discovery & questioning and is supported by a facilitator who has a good understanding of the learning processes.
• The use of problems acts as a stimulus for learning.
• Critical reflection happens throughout the learning process.

The Republic Polytechnic has implemented Problem-based Learning (PBL) using a unique approach that best meets the needs of our students.

To find out more about RP's unique pedagogical structure, see One-Day-One-Problem Process.