FAQ - Can you explain some definitions regarding teaching/learning approaches? For example problem-based learning, self directed learning and student centred learning?
Answer
Problem-based learning (PBL)
Authentic PBL can be summarised as ‘learning that results from the process of working toward an understanding of problems’ or ‘learning through research’. The problem is not offered as an example of the relevance of prior learning or as an exercise for applying information already learned. Briefly, a group of students (8-10) are given some ‘trigger’ material- this is usually in the form of a clinical scenario, they discuss the problem and then they decide what they need to study (learning objectives). After a period of self-study they meet again to share and compare information, more learning objectives may be identified and so the process is repeated. It is common that one problem will involve 3 meetings over a period of a fortnight. A member of staff is present as a facilitator. The facilitator is responsible for managing group dynamics, for challenging and probing the students' thinking, to keep students involved in the problem-solving process and to encourage the problem-solving process to move forward. However, the facilitator is not there to provide factual information or to explain misunderstandings.
PBL encourages an active approach to learning on behalf of the student which in turn leads to deep learning. It also encourages the development of communication skills, critical thinking skills and life-long learning.
References
- Clarke C.R. (2000) Problem-based learning- A theoretical evaluation of its applications in veterinary medical education. J.Vet Med Ed 27(3) 6-13.
- David T., Patel L., Burdett K. & Rangachari P. (1999) Problem-based learning in Medicine. Royal Soc Med Press Ltd.
- Antepohl W. & Herzig S. (1999) Problem-based learning versus lecture based learning in a course of basic pharmacology. Med Ed 33, 106-113.
Self-directed learning (SDL)
Self-directed learning has been described as a process in which individuals take the initiative, with or without the help of others, to diagnose their learning needs, formulate learning goals, identify resources for learning, select and implement learning strategies, and evaluate learning outcomes (Knowles 1975).
Thus, whether or not learning is self-directed depends not on the subject matter to be learned or on the instructional methods used. Self-directed learning occurs when the student has the opportunity to determine the what, how, when, where or with whom aspects of their own learning. Self-directed learning is about individualising the student learning experience to the fullest extent possible. The benefits of SDL are best described in terms of the type of learners it develops. The literature suggests that self-directed learners demonstrate a greater awareness of their responsibility in making learning meaningful and evaluating their own progress themselves. They tend to be curious and willing to try new things, view problems as challenges, are motivated and enjoy learning.
References
- Knowles, M. "Self-Directed Learning: A Guide for Learners and Teachers." New York: Association Press, 1975.
- Lowry, C. Supporting and Facilitating Self-Directed Learning. ERIC Digest No. 93
- Abdullah, Mardziah Hayati Self-Directed Learning. ERIC Digest No. 169
Student-centred learning
Student-centred learning emphasises student responsibility. Students are encouraged to plan their own learning, to take the initiative in interacting with teachers and other students, to be involved in researching material for themselves (or as part of a group)and rely less on didactic teaching, and also for assessing their own learning. Student-centred learning encourages interactivity, activity and participation.
SCL is a broad term. It includes such techniques as substituting active learning experiences for lectures, holding students responsible for material that has not been explicitly discussed in class, involving students in simulations and role-plays, assigning a variety of unconventional writing exercises, and using self-paced and/or cooperative (team-based) learning. Published research has described a wide variety of student-centered instructional methods and offered countless demonstrations that SCL leads to increased motivation to learn, greater retention of knowledge and deeper understanding.
SCL involves active learning- the students are doing more than simply listening to a lecture. Research shows greater learning when students engage in active learning. It is important to remember, however, that lecture does have its place and that you should not do active learning without content or objectives. If students are involved in more than listening, less emphasis is placed on transmitting information and more on developing skills. Students will also be involved in higher-order thinking (analysis, synthesis, evaluation) leading to deeper (and longer lasting) knowledge and understanding.
Disclaimer: This FAQ was written by Dr Sarah Marshall and does not reflect an official endorsement by the HEA or any other organisation. Any questions or queries should be sent to: enquiries@medev.ac.uk
Last updated: 01 July 2011
