Problem-based Learning (PBL): An Introduction
Chris Beaumont, November, 2015
Version 2: 11-Nov-2015
Introduction
“Problem-based Learning (PBL) is promoted by professional and funding bodies as an
appropriate strategy for professional education and increasingly as the method of choice”
(Newman, 2004, p5). Its proponents claim that it is motivational, promotes critical
thinking, and self-regulated learning – attributes that are regarded as important for
students in Higher Education.
This briefing paper explains the PBL approach and main concepts, together with its
benefits and limitations (part 1).
In part 2, the paper describes the specific approach to PBL which is used in the
Cybersecurity scenarios.
If you have any questions about any aspect of this, (quite likely) please don’t hesitate to
get in touch with me: Chris.Beaumont@edgehill.ac.uk
Part 1: What is PBL?
PBL is an approach to learning characterised by the following:
1. Students receive a scenario, which describes the context of a situation, including a
problem. The problem will reflect a situation that does or could occur in the real
world, so it is ill-defined, contains superfluous (or sometimes insufficient/
incorrect) information. It therefore promotes students to analyse the problem
and identify what is important.
2. A key aspect of PBL is that students don’t have the all the knowledge to solve it at
the time. They are required to identify what they need to learn to solve the
problem. The tutor acts as a facilitator (see more detail on this role below) to
ensure they don’t go too far off track.
3. Once students have identified a list of aspects they need to learn (their learning
goals), they independently research those areas.
4. Finally, students share what they have learned and apply it to manage/ solve the
problem. Often they work in teams to do this work.
5. The tutor’s role throughout is that of facilitator: guiding, challenging and coaching
students to consider relevant information and approaches (more details below).
1
Why PBL?
Whilst PBL predates Social Constructivist learning ideas, it is aligned with those principles.
In PBL, students identify what they need to learn, thus it does not depend on assumptions
by the tutor – indeed in classes I have run, some students start with much more basic
learning goals than others. This ensures that the learning is relevant to each individual –
it starts from students’ current knowledge base.
Knowledge is constructed by learners based on their experiences (reading, discussing, and
practical work) rather than merely by acquiring external objective facts presented by a
tutor. They must apply criticality to determine if the knowledge is relevant to the
problem, of sufficient detail and then apply it in a real-world context.
Furthermore it reflects aspects of professional practice. It develops transferable skills:
problem-solving, selecting/evaluating information, communication, team-working. It can
also be motivational – learning for a clear purpose – and helps retention.
In short, students are actively seeking new information, integrating it with what is
already known, organizing it in a meaningful way, and having a chance to explain it to
others.
Consequences for teaching
This approach has very significant consequences for teaching. It requires a reorientation
of the philosophy of teaching, changing to a facilitative approach rather than directive,
giving power to students. Students learn through interaction with others and they are
required to take more ownership and responsibility for learning.
The learning process focuses on primary concepts, not isolated facts. Furthermore,
students need to see the meaning of their new knowledge in the context of a problem,
which is usually messy. This puts a significant burden on both students and tutors:
students often feel overwhelmed at first and find the process stressful. Tutors often find
it difficult to let go, and are concerned that students ‘aren’t learning enough’.
Working in teams is both helpful and creates difficulties: Collaboration enables students
to discuss and support each other to manage complex scenarios, yet it is always open to
the classic group work problem of ‘freeloading’.
Various recipes for PBL exist: some require a set of 7 steps, and such models assist
students with a structured form of problem solving. For example, Woods (1995: pA-18)
recommends a 3-phase approach:
Phase 1
1.
2.
3.
4.
Explore the problems, create hypotheses, and identify issues. Elaborate.
Identify what you know already which is pertinent.
Identify what you need to know.
Prioritise learning issues, set learning goals and objectives and allocate resources.
Members identify which tasks they will do.
Phase 2
5. Individual self-study and preparation.
Phase 3
6. Return to group, share new knowledge effectively so that all the group learn the
information. Apply the knowledge to solve the problem.
7. Reflect on effectiveness of solution and process used.
However, it is important to adapt the approach to suit the context in which is used:
“It is rarely possible to translate a given approach from one context to another without
considerable modification” (Boud & Feletti, 1997: 11).
2
“PBL is not a tool, it is a philosophy. It should not conflict with the learning environment.
Thus, workloads and timetables must be consistent; the physical environment must be
consistent” – Derek Raine (Uden & Beaumont, 2006: 292)
“Be sure that you are not adding to the list of errors from using the method as the only
method. True teaching must involve a cross section of educational technologies” - Peter
French (personal communication).
Facilitation
Whilst there has been considerable dispute over the level of subject knowledge needed
by facilitators, we consider that it is important for the facilitator to have specialist subject
knowledge, since this makes for better monitoring of progress by students, though the
knowledge can bring with it the temptation to teach.
Bessant et al (ND: 3) identify the following key tasks for the facilitator:
1. Facilitate the group process and the PBL learning environment
2. Monitor, evaluate and guide student discussions
3. Have background information about the topic in question and ‘drip-feed’ this
information as the need is identified by the group (without giving definitive answers)
4. Steer students towards certain ideas if key data is being missed out
5. Intervene if students are not working or if discussions become too tangential
6. Help students to formulate relevant learning objectives for further research (if help is
required)
7. Ensure that classes run according to agreed timetables and monitor the attendance of
students
There is a delicate balance between prompting students to explore a problem in more
depth and providing cues when students are lost and are evidently frustrated.
Issues in implementing PBL
There are various issues that you are likely to face when using PBL:
Students

Initially, PBL is often radically different from other approaches students have
experienced, their expectations are often: “You are the teacher” “I can’t trust
what student x has discovered”
The facilitation model can vary to accommodate different levels of student
experience, starting from a fairly directed style which incorporates more prompts
from the tutor (or built into the scenario) through to a much more ‘hands-off’
approach with experienced students. The tutor can model and scaffold good
teamwork practices.


The skill levels of students in analysing problems and identifying learning issues
can be very varied. Again the tutor needs to accommodate this variation.
Other essential skills - researching, discussing, presenting and working as a team –
can also vary widely, as does students’ perception of what ‘good’ work comprises.
Some consider that “Google is the answer to every problem”
Staff

Similarly, academic staff/ tutors are often unfamiliar with facilitation. Their
perceptions of teaching/ power/ skills may not be aligned with PBL.
Other concerns


3
PBL can be conducted in short sessions, say an afternoon, through to scenarios
that last several weeks, in multiple stages. The modularity of curricula does not
help PBL, which works particularly well to integrate learning from various areas.
Resources have always been an issue: PBL classically has a facilitator per group of
8-12 students. This does not align well with teaching / timetabling demands and


organisation in many modern UK universities where class sizes are larger. There
are ways around this, with either a ‘roving facilitator’ model or employing senior
students as ‘learning team coaches’ (facilitators). In our experience the
Computing scenarios work best with team sizes of 4-5 students.
Assessment is a thorny area, PBL does not align well with exams, since the
pressure of an exam at the end of the module tends to dictate the direction of
learning (“is it on the exam?”) and therefore undermines the approach. One
compromise is a seen exam, comprising a PBL scenario given out in advance.
The amount of direction given to students depends on their experience: first year
students or those new to PBL will typically require more direction, which means
provision of more guidance and detail in the scenario/ resources. Experienced
students should be given a messier scenario, with fewer resources. The
Cybersecurity scenarios are provided in a customisable form so that users can
adapt to suit their preferences and students. In short, the tutor decides on
his/her objectives from the scenario, and by taking account of the students,
makes the decision.
Bessant et al (ND) provide an excellent toolkit for PBL which discusses the benefits,
challenges, role of IT and social media together with advice over group work.
Part 2: PBL approach used in the CSKE Scenarios
Learning and consulting model
It is recommended that students apply this model in each scenario as a means of learning
an appropriate process for tackling similar problems. It adapts Woods’ PBL model by
incorporating consulting skills appropriate for computing assignments.
Learning Generic skills for PBL and consultancy
The following table (Table 1) shows how the problem-solving model which we have
adopted can be applied both to learning through our PBL learning scenarios and to a
consultancy situation (e.g. working on secondment in an organisation as a consultant on a
specific problem.)
This shows that if students learn, apply and internalize the problem-solving process in a
PBL context, they can transfer this approach to a professional consultancy context. Thus,
students are learning professional skills and approaches alongside technical knowledge.
4
Table 1 The Problem- solving model mapped to the Consulting process and PBL
Generic PBL process used in the
Problem-solving model
Consultancy process via secondment
Cybersecurity scenarios

Scenario analysis

Desk research.
Understanding

Socio-technical organizational

Meeting with supervisors to review
1
organizational history
analysis.
research and prepare for meetings.
and context

Clarification of ambiguities

Clarification of ambiguities

Requirements Analysis: identify

Requirements Analysis: identify key
key issues
issues

Simulated consultation with

Data collection in the organization.
stakeholders (e.g. through roleDetermining the

Interviews with stakeholders.
play
and/or
online
interaction).
2
problem to be resolved

Reviewing technology/ processes in

Reviewing technology/ processes
use.
in use.

Secure stakeholder/client support.

Identifying learning goals.

Initial report to academic supervisor.

Facilitator Guidance.

Individual research & learning to
Identifying / Learning

Individual research, learning & training
resolve knowledge gaps.
3
necessary knowledge
to resolve knowledge gaps.

Summarising & reflection.
and expertise

Documentation & reflection.

Teams share learning.

Determine and agree evaluation

Determining and agreeing
criteria and process.
evaluation criteria and process.

Desk research. Market analysis.
Identifying alternative

Identifying technical possibilities,
4

Interviews with stakeholders.
solutions
considering acceptance issues and

Identify technical possibilities
organizational fit.
considering acceptance issues and

Facilitator Guidance.
organizational fit.

Deciding on best technical,

Deciding on best technical,
organizational and social
organizational and social outcomes.
Choosing optimal
outcomes.
5
solution

Propose solution with justification

Proposing solution with

Secure stakeholder/client support.
justification

Apply planning and scheduling

Applying planning and scheduling
techniques.
Planning the
techniques.
6
implementation

Propose plan and deadlines.

Proposing plan and deadlines.

Ensuring stakeholder support.

Building the solution (if

Refine technical specification.
appropriate).
7
Implementation

Monitor implementation plan

Deploying the solution (if

Conduct progress reviews.
appropriate).

Formal evaluation methods re

Formal report to organization.
project success.

Individual report to academic
8
Final evaluation
supervisor.

Personal reflection and

Personal reflection and evaluation.
evaluation.
5
Applying the generic PBL Learning Process in different educational or
training contexts
Table 2 demonstrates how the process can be adapted to suit different contexts. It shows
how the process can be applied in an online context working with individual students
where there is no face-to-face or team contact (Context 1) and in conventional teambased face-to-face PBL (Context 2).
Table 2 The Problem- solving model mapped to online learners and Team-based PBL.
1
Generic PBL process used in
the Cybersecurity scenarios
Understanding
organizational
history and
context
Scenario analysis
Socio-technical
organizational analysis.
Clarification of ambiguities
2
Determining the
problem to be
resolved
3
Identifying/
Learning
necessary
knowledge
4
Identifying
alternative
solutions
5
Choosing
optimal solution
6
Planning the
implementation
7
Implementation
8
6
Problem-solving
model
Final evaluation
Requirements Analysis:
identify key issues
Simulated consultation with
stakeholders (e.g. through
role-play and/or online
interaction).
Reviewing technology/
processes in use.
Identifying learning goals.
Facilitator Guidance.
Individual research &
learning to resolve
knowledge gaps.
Summarising & reflection.
Teams share learning.
Determining and agreeing
evaluation criteria and
process.
Identifying technical
possibilities, considering
acceptance issues and
organizational fit.
Facilitator Guidance.
Deciding on best technical,
organizational and social
outcomes.
Proposing solution with
justification
Applying planning and
scheduling techniques.
Proposing plan and
deadlines.
Building the solution (if
appropriate).
Deploying the solution (if
appropriate).
Formal evaluation methods
re project success.
Personal reflection and
evaluation.
Context 1: learner is working
remotely as individual with
online tutor support
Individual review of scenario
text and resources (e.g. clips
of stakeholders)
Learner raises any queries
online and posts initial
impressions to tutor.
Context 2: learners are working
in F2F team with facilitator
and online access
Individual and team review of
scenario text and resources.
Team discussion.
Clarification of ambiguities with
facilitator.
Review Scenario text and
resources with particular
focus on stakeholder
requirements
Identify learning goals.
Create individual action list &
summary.
Team review of scenario:
identify key issues.
Role-play of stakeholder
interview(s) where appropriate.
Team presentation of key
issues.
Identify learning goals.
Team publish action list &
summary in forum.
Individual research & learning
to resolve knowledge gaps.
Summarize & reflect.
Online tutorial if necessary
Individual research & learning
to resolve knowledge gaps.
Summarize & reflect.
Team share learning/ teach
each other.
Determine evaluation
criteria.
Individual identification of
technical options considering
acceptance issues and
organizational fit.
Learner posts progress report
for tutor feedback
Determine evaluation criteria
through team discussion.
Team identification of technical
options considering acceptance
issues and organizational fit.
Facilitator Guidance.
Individual decision and
justification.
Online report to tutor in role
of main stakeholders
Team decision and justification.
Presentation to tutor in role of
main stakeholders
Review Scenario text and
resources.
Produce plan/schedule and
risk analysis.
Learner produces technical
specification.
Monitor implementation.
Build/ deploy if appropriate.
Individual evaluation of
project success
Individual reflection on
personal learning &
development.
Review Scenario text and
resources.
Produce plan/schedule and risk
analysis.
Team presentation of technical
specification.
Monitor implementation.
Build/ deploy if appropriate.
Team evaluation of
performance and project
success.
Individual reflection on personal
learning & development.
Resources
Resources needed to support this form of learning comprise:
1. The problem scenario, including necessary background information and the
problem to be solved.
2. A list of expected learning outcomes that the scenario is intended to help
students achieve.
3. A list of resources students could use to learn the material
4. A facilitator guide that identifies potential solutions.
References
Bessant, S. (ND) Problem-Based Learning: A Case Study of Sustainability Education.
Available online from
http://www.keele.ac.uk/media/keeleuniversity/group/hybridpbl/PBL_ESD_Case%20Study
_Bessant,%20et%20al.%202013.pdf

This toolkit is one outcome of a three -year project, funded by the Higher
Education Academy's National Teaching Fellowship Scheme. It provides useful
illustrative examples and guidance for successfully implementing PBL.
Boud, David, and Grahame Feletti, eds, The Challenge of Problem-Based Learning, 2nd Ed
(London and Stirling: Kogan Page, 1997)

An influential book which gives a thorough treatment with examples.
Bridges,E.M. (1992) PBL for administrators,
https://scholarsbank.uoregon.edu/xmlui/bitstream/handle/1794/3287/pbl_admin.pdf?se
quence=1 [Last accessed 11-Nov-15]

A quite dated book, but good explanations about how PBL was implemented at
Stanford.
Duch, Barbara, Susan Groh, and Deborah Allen, The Power of Problem-Based Learning: a
practical "how to" for teaching undergraduate courses in any discipline (Sterling: Stylus,
2001)

An excellent ‘how-to’ book which shows how PBL can be used even with large
classes, in a variety of subject disciplines.
Newman, M. (2003). A pilot systematic review and meta-analysis on the effectiveness of
problem-based learning. Last accessed 20-mar-11 from
http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.133.6561&rep=rep1&type=pd
f

One of the most comprehensive studies that explores the effectiveness of PBL.
Savin-Baden, Maggi, Facilitating Problem-Based Learning: Illuminating Perspectives
(Maidenhead: OUP, 2003)

Being a successful facilitator is not easy, students complein about tutors who
either do too little or teach. This book examines what it might mean to be an
effective facilitator and suggests ways of designing problem-based curricula that
enhance learning
Schwartz, Peter, Stewart Mennin, and Graeme Webb, eds, Problem-based learning: case
studies, experience and practice (London: Kogan Page, 2001)

A useful set of case studies.
Uden, Lorna and Chris Beaumont, Technology and Problem-based Learning, (Information
Sciences: 2006)
7

A detailed explanation of the underpinning theory, methods and examples of PBL
in Computing.
Woods, D. R. (1995). Problem-based Learning: resources to gain the most from PBL,
Donald R Woods.

Don Woods provides an excellent set of resources, concentrating on developing
the skills needed for successful PBL
Woods, D. R. (1996). Problem-based Learning: helping your students gain the most from
PBL, Donald R Woods. http://www.chemeng.mcmaster.ca/innov1.htm

A student guide to help learners make the most of PBL and understand the
approach
Revision History
V2, 11-Nov-1015 / CB
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