#5. Problem Based Learning

In learning about all the systems so far, problem based learning or PBL seems to give the student the most active role. After being presented with a problem, students are organized into groups, and begin to discuss, research, and analyze as a team. There is opportunity for independent work, as each student attempts to further dissect the problem on their own (Ryan, 1994, p.3).  The instructor and tutors fade into the background and act as facilitators rather than active lecturers. Their role is to guide the groups, help them maintain focus, and possibly step in to resolve any disruptions. Even though students are proceeding through the lesson with limited knowledge, they discover newfound information through research and critical thinking.

Several factors should be in place in order to reap the benefits of problem based learning. For one, students should be equipped with ample resources, such texts, libraries, video and audio supplements, websites, and more, and the ability to access them. In addition to resources, methods of deduction and organization of material in the form of notes, charts, or diagrams, can better help students arrive at conclusions. Since students are still acquiring knowledge in this stage of learning, instructors and tutors should be available to offer assistance and encouragement, and Hung mentions various skills that a successful tutor would possess (Hung, 2003, p.20). Students need to feel a level of comfort with PBL and be clear with the objectives and goals of this system. That will help them take ownership of learning through PBL.

It is true, we have come a long way from the Collaborative Learning Laboratory and E-talk. However, the principles still stand. Different from F2F discussions, tools such as CLL and E-talk allow users to document, save, and share information. Today's tools enhance the process, with a greater flexibility to manipulate documents visually, to customize them to one's needs, and a range of file formats that fit devices from phones to computers.

Considering the many disciplines that adopt PBL, such as healthcare, law, and business, I find it less applicable to foreign language study. I suppose it's because I don't readily connect the term "problem solving" with foreign languages. The solution, which I consider to be the meaning of a character or grammar structure is usually presented to the student. If PBL could be employed, it may work for radical exercises. Students learn the origin of an unknown Chinese character by analyzing the radical, the component of the character that gives it meaning. Using radicals and counting strokes is a method for locating Chinese characters in a dictionary. In order to participate in this exercise, students need a basic knowledge of radicals and to know their way around a Chinese dictionary. Students can work on this exercise in a group and devise creative ways to memorize the meaning, pronunciation, and written form of the character.

The greatest benefit of PBL is helping students acquire social skills through group interaction and the motivation for deeper learning (Hung, 2003). Though this system may not serve every field of study equally, it does address communication skills that prepare the student for the professional workplace and for handling real life situations.

References:

Hung, W., Bailey, J., & Jonassen, D.H. (2003). Exploring the tensions of problem-based learning: Insights from research. New Directions for Teaching and Learning (95), 13-23.

Ryan, C., & Koschmann, T. (1994). The collaborative learning laboratory: A technology-enriched environment to support problem-based learning. In Recreating the Revolution: Proceedings of the 15th Annual National Educational Computing Conference (NECC) (pp.160-167). Boston, MA.