A Multilevel Analysis of Problem-Based Learning Design Characteristics

Abstract

The increasing use of experience-centered approaches like problem-based learning (PBL) by learning and development practitioners and management educators has raised interest in how to design, implement, and evaluate PBL in that field. Of particular interest is how to evaluate the relative impact of design characteristics that exist at the individual and team levels of analysis. This study proposes and tests a multilevel model of PBL design characteristics. Participant perceptions of PBL de- sign characteristics are used to examine PBL reactions and perceived learning outcomes. Findings reinforce the importance of problem design characteristics and effective team facilitation while raising new questions about team-level characteristics such as goal orientation diversity.