Perspectives On Problem-based Learning

Abstract

Problem-based learning constitutes a radical reform in university education. Over the past ten years, problem-based learning has been put in practice especially in disciplines havmng a traditional orientation towards professions, sucfuJ as medicine and law. During this period, problem-based learning has gained the reputation of a far-reaching innovative .approach to higher education (Schmidt & De VoIder,. 1984; Boud & Feletti, 1991; Bouhuijs. Schmidt & Van Berkel, 1993). More recently, problem-based learning is also seen as an attractive alternative for programs having a more academic oriented nature (e,g. economics). An obvious question is wily problem-based learning became so popu]ar in higher education. What are th.e acclaimed benefits? This article describes the l'ationale undedying problem-based leaming, by discussing four major perspectiv,es on problem-based learning. Thes,e perspectives reflect approaches to problem-based curriculum design, sets of instructional practices and teaching tools used in probIem-based courses, and ways to organise the management of problem-based educational programmes .. Four issues are addressed: I. What are the goals of problem-based learning (why was PBL developed?)? 2. What are the basic features of problem-based curricula? 3. What sets of instructional tools are commonly used in problem-based programmes? 4, How are problem-based schools organised?