PR0BLEM-BASED LEARNING

AND
PROJECT-BASED LEARNING
NATURE OF PROBLEM-BASED LEARNING

• Itis a student-centered approach in which students learn

about a subject by working in groups to solve an open-
ended problem.
• Learners are engaged in a collaborative task as they work
towards the solution to the problem.
• The end goal of PBL is to ensure that the target, the learning
competencies, are achieved in the process.
FIVE PRINCIPLES OF PBL BY ALI (2019)

1. It is s power of independent and self-directed learning.

2. Learning happens in a group and teacher is a facilitator.
3. All groups have to participate equally.
4. Students learn about motivation, teamwork, problem-solving and
engagement with the task.
5. Materials such as data, photographs, articles, can be used to solve
the problem.
 LO (2009) SIX-STAGE PROCESS USED IN
THE ADAPTATION OF THE ONLINE PBL
1. Identifying the problem – current issues that do not have just one answer or one definite
solution.
2. Brainstorming – generate ideas; tackle the problem through self-directed questioning; arouse
students’ intrinsic motivation.
3. Collecting and analyzing information – assigning group members to collect information;
posting what they found and what they learned; collaborative collection of useful information.
4. Synthesizing information - solving the problem through synthesized relevant data; knowledge
building.
5. Co-building knowledge – presentation of the question to the learning problem/issue.
6. Refining the outcomes- giving of feedback and suggestions by the instructor to help students
improve; learning from other group’s presentation.
BENEFITS OF PROBLEM-BASED LEARNING
(GHUFRON & ERMAWATI, 2018)
1. Promotes self-confidence and motivation
2. Reduce students’ nervousness during the learning process
3. Increase students’ responsibility in learning
4. Makes students easily learn the material through sharing of ideas
5. Promotes problem solving skills
6. Promotes self directed learning
7. Promotes active learning
8. Makes students explore many learning resources
9. Makes students develop positive attitude towards learning
ROLE OF TECHNOLOGY

• Free online tools that they can use from the task especially that some of
the group tasks that will be done outside the regular hours.
• These online tools will allow the learners to be actively connected and
engage in the group task while monitoring their own contributions
• The teacher acting as facilitator may also have the opportunity to peep
into the activities of each learner thereby enabling him/her to give
feedback at any stage of the PBL activity.
HEDBERG AND KUSWARA (2010)

Technology is simply the mediator for collaboration and

presentation and that it is the type of task and thinking process in
which students engage that determine the quality of learning
The WWW has opportunities for PBL that can be
utilized by the learners to accomplish their task. Web
2.0 technologies are characterized by collaboration,
sharing and networking. It was found that advanced
language learners had positive perception about the
use of Web 2.0 technology in writing instruction.
Productivity tools such as those for writing,
presentations, spreadsheets, calendars, organizers,
citations and others are also available to assist
learners and teachers in accomplishing required
tasks and outputs from PBL activity.
Before using or recommending these tools to
learners, it is important that teachers take note or try
out the tools first to be familiar with the most
appropriate tool for the PBL activity.
PBL is about developing higher order thinking skills;
therefore, the taxonomy of objectives should be
utilized to ensure that you are targeting the required
outcomes. Consider using the revised Bloom’s
taxonomy by Anderson and Krathwohl in creating
your learning outcomes.
 NATURE OF PROJECT-BASED LEARNING/
PROJECT-BASED APPROACH
Project-based learning is an approach but has evolved as a teaching
method that engages learners in a series of planned tasks resulting to
the generation of solutions to real world problems. It is a student-
centered approach as it takes into account the realm of experiences
and interest of students. This method is based on John Dewey’s
principle of learning by doing and Vygotsky’s constructivist theory
of learning that advocates social construction of knowledge.
1. Research and methodology skills (Tiwari, Arya, and Bansal, 2017)
-Using student feedback questionnaire given to 99 students, it was revealed that
students knowledge of the topic taken, searching review for the topic, communication
skills, data collection skills, and analytical and presentation skills were enhanced.
2. Oral communicative competence (Bakar, Noordin, and Rali, 2019)
-The study revealed a significant improvement in the learners’ overall oral
communicative competence after a 12-week intervention lessons using PrBL as a
strategy.
3. Development of life skills (Wurdinger and Qureshi, 2015)
-Their findings revealed that after taking the PrBL course, there was a significant
difference in the mean scores for the following life skills.