Introduction
Section III of the handbook provides a comprehensive analysis and application of instructional design principles and processes that guide the design and implementation of problemâbased learning (PBL). Bridging research and practice, the chapters in this section provide an integrated and grounded view of the pedagogical processes, instructional strategies, techniques, and assessment strategies required for the successful design and implementation of PBL. The chapters are sequenced to provide a structured view of PBL design, covering problem and process design, designing for facilitation and scaffolding, effective group process, selfâdirected learning (SDL), assessment, and technology applications that support PBL unit design, facilitation, and participation.
Starting with Chapter 11 âProblem Design in PBL,â Hung describes the criticality of problems in PBL by stating that problems are not just a trigger to start the learning process, rather, they are a significant component for effective student learning throughout the PBL process, and therefore it is imperative to ensure the effectiveness of the problems used in a PBL implementation. Hung discusses how the design and quality of PBL problems could have an impact on various aspects of student learning during the PBL process and provides a model for systematically designing effective PBL problems.
Next, in Chapter 12 âThe ProblemâBased Learning Process: An Overview of Different Models,â Wijnia, Loyens, and Rikers discuss the types of process models that prescribe how learning in PBL should be structured. The authors describe how process models vary based on the type of knowledge students are expected to obtain and the types of problems and learning activities that are most suitable for achieving the learning objectives. A distinction is made between process models that emphasize procedural knowledge acquisition and process models that emphasize declarative knowledge acquisition. Examples of how these process models have been implemented in higher education contexts are presented.
The third chapter in this section, Chapter 13 âFacilitating ProblemâBased Learning,â starts with a review of the epistemology underlying PBL and its facilitation, the goals of PBL facilitation, and characteristics of good facilitators. More specifically, Hmelo, Bridges, and McKeown describe nine strategies for facilitation and provide examples of implementation. The importance of professional development in supporting facilitation for a wide range of teachers' experience levels is also discussed. The authors also examine the role of new technologies in facilitating PBL and how such technologies can be used across the PBL cycle.
In Chapter 14 âScaffolding in PBL Environments: Structuring and Problematizing Relevant Task Features,â Ertmer and Glazewski provide a review of how scaffolding has been conceptualized and used in PBL, and emphasize that scaffolds should be designed and activated with intentionality based on a detailed understanding of the learners and context in which they are used. The authors discuss the primary functions of scaffolding in PBL and the major types of scaffolds used in PBL, noting the importance of anticipating both hard and soft scaffolding needs prior to PBL implementation. The evolution of scaffolding models from the use of human tutors to distributed and blended models that incorporate human and nonhuman artifacts or agents is also described.
In Chapter 15 âDesigning for Effective Group Process in PBL Using a LearnerâCentered Teaching Approach,â Blumberg discusses how to design for effective group process in PBL using a learnerâcentered teaching approach. The author emphasizes that the PBL process uses iterative group methods by design, where students progressively integrate more knowledge to solve problems. The steps of the PBL iterative group process are presented and then mapped onto the learnerâcentered teaching paradigm. The chapter also describes the roles and responsibilities of instructors and students within the PBL group process to show how they are congruent with the learnerâcentered teaching approach.
Chapter 16 âThe Role of SelfâDirected Learning in PBL: Implications for Learners and Scaffolding Design,â by Ge and Chua, describes the role of SDL in PBL. The chapter discusses the various demands placed on learners' SDL in PBL and explores strategies for designing effective scaffolds to cultivate learners' positive epistemic beliefs for PBL, motivate learners for SDL, and foster their cognition and metacognition. Guiding questions are provided for PBL instructors to help learners develop SDL skills, and the role of learning technologies in nurturing SDL learners is discussed.
In Chapter 17 âTypes and Design of Assessment in PBL,â, Albanese and Hinman discuss assessment in PBL and how it should encompass curricula and courses, the evaluators, the students, and peers. The authors caution that the goal of assessment in PBL should be inclusive of larger goals such as promoting teamwork and developing problemâsolving skills, and not only focused on assessment of learning. The chapter provides examples of how to design formative assessment that can be incorporated to facilitate student learning, and summative assessment to determine whether students have achieved the competencies desired.
The final chapter in this section, Chapter 18, focuses on âTechnology Applications to Support Teachers' Design and Facilitation of, and Students' Participation in PBL.â In this chapter, Belland describes the challenges that emerged in the design and facilitation of PBL units as PBL spread to contexts outside of medical education, and how technologyâbased tools and processes are central to student and teacher success in PBL. The chapter reviews theories of learning and motivation that inform PBL, and emphasizes the role of these theories in the design of tools and processes to support PBL in nonmedical contexts.