The problems with problem-based learning,
especially in virtual and blended learning
environments
Dr. Matthew Piscioneri
Monash University
Matthew.Piscioneri@monash.edu
[SLIDE 1]
OVERLOAD?
[SLIDE 2]
STUDENT PREFERENCES FOR THE MODE OF DELIVERY
OF THEIR T/L RESOURCES (2008)
90
80
70
60
50
40
30
20
10
0
Paper copy
Computer screen
No preference
[SLIDE 3]
ABSTRACT
This presentation reflects on the implementation of a problem-based
learning pedagogy [PBL] into the presenter’s current teaching
practice. Informed by a range of quantitative and qualitative data
samples, the discussion section examines a subject of particular
interest to the author: the persistent dynamic or tension in teaching
and learning between the ideal (the theory of the teaching art) and
the real (the practice of this art). What interests me most today are
the complex consequences or impacts of a problem-based pedagogy
on the practice of tertiary teaching and learning, especially within a
virtual or blended learning environment [VLE/BLE]:
 An increase in the number and complexity of assessment tasks
 An increase in the time spent in lectures, tutorials and email
communications explaining assessment tasks to students
 An decrease in the time available for providing detailed
feedback to students on their assessment tasks as a result
[SLIDE 5] The paper offers for discussion the following questions:
1. Does PBL in practice actually support the pedagogical objectives
of a student-centred approach to teaching and learning?
2. Is the contemporary university student well prepared enough
for the transition to a mainly PBL curriculum?
3. Is there an inherent tension in contemporary advocacy of PBL
in Virtual Learning Environments [VLEs] and or Blended
Learning Environments [BLEs]?
4. Is the contemporary university student increasingly
“overwhelmed” by the technological management of his/her
tertiary learning experience and possibly, therefore,
“underwhelmed” by the content of the tertiary learning
experience.
[SLIDE 6] THE ARGUMENT
Increasingly I would argue, university teaching and learning is about
how students are to learn, not so much about what they are to learn
and much less so about a critical interrogation of why they are to
learn what. Whilst I am a strong advocate of developing in our
students a reflexive, meta-attitude to their learning and teaching
processes, too often I suggest, this meta-attitude may be absorbed
into the “busy-ness” of simply coping with more complex teaching,
learning and assessment processes in VLEs/BLEs.
[SLIDE 7] INTRODUCTION
 Everything is being flipped: including this presentation (start
with some data samples)
 What is “thing” termed problem-based learning? [audience’s
conception?]
 What is this “thing” termed blended learning environment?
[audience’s conception?]
 Unfortunate conflation in the presentation between PBL and
other relatively ‘progressive’ approaches to learning and
teaching in universities, such as research-based learning
[apologies for the slippage]
 Some ‘crude’ quantitative data from an informal set of surveys
conducted with my students in ATS1297 Academic Writing and
samples of qualitative data from student feedback in ATS1298
Professional Writing and ATS2/3490 Advanced professional
Writing
[SLIDE 8] A SNAPSHOT OF A PBL ORIENTED TEACHING PRACTICE
Students were asked (1) the number of assessment tasks they had to
complete in all their units in that semester (semester 1: 2013); (2)
the number of assessments they had to complete in all their units in
the final week of semester and (3) the word counts of these final
assessments: (n = 102) (mainly first year, first semester students:
86% n = 88)
(1) Overall assessment tasks in all units including final exams:
15.25 average (highest 25/lowest 10)
(2) Assessment tasks in all units in the week of semester: 2.97
(average) (highest: 4/ lowest 1) and not including end of
semester exams.
(3) Average word count of final week’s assessments: 1360 words
per task (highest 3000/lowest 850 words)
[SLIDE 9] Q12. What aspects of this unit [ATS1297] are most
in need of improvement? Use of Portfolio….
The instructions in the unit guide is not really clear, and the course
overall is not really organised.
Way too many assessments for a first year subject, could be
daunting.
Assessment guidelines and requirements need to be more detailed.
better and clearer organisation in terms of assessment and criteria
i think maybe there a a few small unnecessary assignments.Perhaps
less assessments (the essay was useful to give feedback but the
portfolio is unnecessary).
[SLIDE 10] Q12. What aspects of this unit [ATS2490] are
most in need of improvement? Problem-based…
Assessment task need a bit more work in terms of what they are
actually looking for in the end result.
Clarification of certain asessment tasks
Clearer information regarding assessment tasks.
Explanations of assignments often confusing, making understanding
exactly what is wanted difficult.
I found that assignments (as written in the unit guide) would have
been near impossible to complete without further detailed
instruction from our tutor. Still, this information was provided to us
in separate documents.
instructions to assignments were ambiguous.
[SLIDE 11] Q11. What were the best aspects of the unit?
I enjoyed the "real world" feel of the assesment tasks.
I enjoyed the 'applied learning' approach, the whole thing with
Sinem and the brief, and following that project through with our oral
presentations and the report. In other subjects you tend to start an
assignment, finish it and then move onto the next one, I enjoyed
focusing on one thing for a longer period of time.
I thought it was very effective to base the unit on a "role play"
scenario where we get hired and then we have to develop a brief for
the client. That was very engaging.
I thought the progression was good. The way in which each
assignment led onto the next and they were all connected made you
feel as though you were constantly building on your knowledge and
work.
[SLIDE 12] Q12. What aspects of this unit [ATS1298] are
most in need of improvement? Problem-based….
Assessments apart from CV/cover letter felt poorly planned in
areas/incomplete. In relation to these assessments, felt goal was not
totally clear, or could have used more guidance. Understood why this
was the case (creating a real world scenario) but felt that more
clarity and guidance may have prevented feeling thrown too far in to
the deep end.
Clarity in assignment instruction. We're very unsure of presentation
requirements and purpose. The same applies to the final report.
ANXIETY
[SLIDE 13] THE ASSESSMENT TASKS IN THE PBL UNIT ATS1298
Details of task:
Students are required to write a 2000-3000 word report that details
the entire writing and research project(Details of the writing project
topic and approach will be given in lectures and tutorials) including
the client’s brief, project scoping, a literature review, discussion of
methodology, data samples and analysis, discussion and
recommendations and references. An Executive Summary should be
provided at the start of the Project Report. Details of structure and
sections of the Report will be discussed at length in lectures and
tutorials and samples of good reports will be displayed and analysed.
As an appendix (included in word count) students must also include
for assessment a list of survey questions and an explanatory
statement for potential participants that reflect the guidance
presented in lectures, readings and tutorial discussions. As a general
guide, this section would be approximately 300 words in length.
Word limit: 2000 - 3000 words
Compared to:
“The United Nations is an institution plagued with controversy.”
Discuss.
Identify and critically analyse different explanations for rising rates of
divorce in Western countries.
COMPLEXITY
[SLIDE 14] THE ASSESSMENT TASKS IN THE PBL UNIT ATS2/3490
Title: Project documentation, specifications and discussion
Details of task:
Present the plan, specifications, and ‘mock-ups’ of the website you
will develop for the organisation as a formal report. You can develop
the website ‘live’ if you are familiar with web development software,
but the plans and ‘mock-ups’ can be created in word processing
software. The Discussion section of the report should focus on one
professional communication issue (eg. intercultural communication,
copyright and web, digital literacy) which is relevant to the
organisation you are writing for. ATS2490 students will be expected
to demonstrate a depth of understanding and extensive research for
their selected contemporary professional communication issue.
REQUIREMENTS:
The specifications, plans and ‘mock-ups’ of your website match the
criteria you have chosen and justified in Assignment 2.
 Your website exhibits industry-standard features in terms of its
textual and visual design.
 The text’s writing style complies with an advanced standard in
terms of diction and register and is commensurate with the
genre expected of the chosen organisation’s type.
 Achieves expert technical accuracy in all aspects of writing:
grammar, syntax, spelling, capitalisation etc.
COMPLEXITY
[SLIDE 16] EMAILS, MORE EMAILS (AND, YES…EVEN MORE EMAILS)
ATS1298 Semester 2, 2013: Total emails…. 1503 (from & to students)
Averaged over the 12 week semester: 125.25 a week (reading &
responding)
OVERLOAD?
[SLIDE 17] LIMITATIONS
 Not offered as ‘rigorous’ research…more a sketch: an EOI…
 Difficult research in terms of methodology/evaluation criteria:
perhaps comparative case studies useful? Across disciplines?
Across levels?
 Acclimatization issues: most participants are non-Arts students
in Arts focused subjects
 Very mixed cohort in terms of entry level to university
 It wasn’t ALL bad 
A SPLENDID LEARNING ENVIRONMENT: WATERFALL BAY, TASMANIA
PART 2: DISCUSSION
Barron,B., Schwartz, D., Vye, N., Moore, A., Petrosino, A., Zech, L., Bransford, J., and
The Cognition and Technology Group at Vanderbilt (1998), “Doing with
Understanding: Lessons from Research on Problem- and Project-Based Learning” The
Journal of the Learning Sciences, Vol. 7, No. 3/4, Learning through Problem Solving
pp. 271-311.
http://www.ldu.leeds.ac.uk/news/conference_04_05/documents/W
oodKeynotePPT.pdf
“Students are familiar with traditional methods and may feel
threatened if the system is changed.”
“Further, students appreciate problems that deal with realistic or
actual situations. They appear not to want to be distracted from the
substantive learning issues by flights of fancy or gratuitous humour.”
[SLIDE 18] WHAT IS ACTIVE LEARNING?
 Inverting the theory  practice logic into practice  theory 
practice
 Emphasis on students doing rather than simply being told how to do
 Draws on progressive pedagogies…experiential learning
theory/learning by doing/constructivist approaches
 Student-centred pedagogy: movement away from the more
conventional teacher-centred pedagogy that employs a basic
transmission model of learning & teaching
 Interactive seminars & workshops in contrast to static lectures (active
learning)…teachers as facilitators
 More group work and emphasis on peer assisted learning and even
peer assessment
 Similar (same?) as research-based learning or inquiry-based learning
 More emphasis on formative rather than summative assessment
 A range of non-conventional assessment tasks and tools and learning
objects (reflective journals/portfolios/presentations)
 Co-constructed curriculum
 Use of real world or ‘near’ real world learning objects/
scenarios/outputs
 Greater involvement of external parties in the learning and teaching
process (industry experts/practitioners, for example)
 More mobile or varied sites of the learning and teaching process
 Greater use of innovative learning and teaching spaces and
technologies
AN EXPLANATION OF PBL
The growing interest in problem-based learning comes from the integration
of sound educational principles into a single, consistent teaching and
learning approach. This approach commonly consists of aspects of self
directed and life-long learning, with problem-solving and critical thinking
skills developed through facilitated group learning. A basic premise of
problem-based learning is that students take greater responsibility for their
own learning, with the benefit that they develop a wider range of
transferable skills such as communication skills, teamwork and problemsolving. At the same time problem-based learning students perform just as
well in examinations, but develop slightly better reasoning ability and have
consistently higher levels of satisfaction (Norman and Schmidt 2000).
Mauffette, Y., Kandlbinder, P., & Soucisse, A. (2004). The problem in
problem-based learning is the problems: But do they motivate students.
Challenging research in problem based learning, 11-25.
http://w.mcgraw-hill.co.uk/openup/chapters/0335215440.pdf
[SLIDE 19] WHAT ARE SOME PERCEIVED ADVANTAGES?


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
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

More equitable ownership of the learning and teaching process
Greater engagement of students in their learning due to
enhanced ownership
Greater engagement of students in their learning due to
creativity of PBL
Greater, more sustainable and more relevant (as in applicable)
learning outcomes
More enriching teaching experience for the facilitators
(lecturers)
More ‘authentic’ experience…returning to the basis of the
knowledge making behaviour
Challenges dogmatic/long established canons in disciplines
Promotes a research culture in students earlier
[SLIDE 20] WHAT ARE SOME PERCEIVED DISADVANTAGES OF PBL?






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More intensive organizationally for teachers and students (the
busy-ness!)
Limited access to suitable learning & teaching spaces (more
costly?)
Need to (re) train teachers in PBL
Need to (re) train students in PBL
Not all subject areas a ‘natural’ or immediate fit for PBL
(curriculum development costs)
(see more below)
[SLIDE 21] WHAT IS A BLE?
Oliver & Trigwell (2005: 18):
1.
2.
3.
4.




Combining or mixing web-based technology to accomplish an
educational goal
Combining pedagogical approaches (‘e.g. constructivism,
behaviourism, cognitivism) to produce an optimal learning
outcome with or without instructional technology
Combining any form of instructional technology with face-toface instructor-led training; and,
Combining instructional technology with actual job tasks.
A mix/synthesis/blend of conventional face-to-face learning and
teaching (conventional transmission model of lectures and
tutorials and student driven learning activity that is
complemented/scaffolded with the use of information
communication technology
Implementation of much of the above in relation to PBL/RBL
Use of innovative learning spaces and structures in the learning
and teaching process
Flipped classrooms: seminars/workshops/practical sessions/
laboratory work in place of lectures
[SLIDE 21] WHAT ARE THE PERCEIVED ADVANTAGES of BLE?





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(See above: much shared between PBL + BLE)
May be more conducive to practical skill development
May have some cost benefits in the longer term (bricks and
mortar impact?)
More engaging of students motivation in their study
[SLIDE 22] WHAT ARE THE PERCEIVED DISADVANTAGES OF A BLE?
 (See above: much shared between PBL + BLE)
 Upload fever/download despair


QUALIFICATIONS
1. Not intending to suggest PBL and BLE are mutually sufficient
conditions
2. Oliver & Trigwell (2005: 17): the term blended learning is
“ineffective as a discriminating concept and is thus without
purpose”.
[SLIDE 23] BACK TO THE HYPOTHESES



An increase in the number and complexity of assessment tasks
when implementing a PBL approach
An increase in the time spent in lectures, tutorials and email
communications explaining assessment tasks to students, as well
as extra LMS maintenance
An decrease in the time available for providing detailed feedback
to students on their assessment tasks as a result
[SLIDE 24] BACK TO THE QUESTIONS
1. Does PBL in practice actually support the pedagogical
objectives of a student-centred approach to teaching and
learning?
2. Is the contemporary university student well prepared enough
for the transition to a mainly PBL curriculum?
3. Is there an inherent tension in contemporary advocacy of PBL
in Virtual Learning Environments [VLEs] and or Blended
Learning Environments [BLEs]?
4. Is the contemporary university student increasingly
“overwhelmed” by the technological management of his/her
tertiary learning experience and possibly, therefore,
“underwhelmed” by the content of the tertiary learning
experience.
SUMMARY/RECOMMENDATIONS (General & specific)





Strive to avoid the fallacy of the limited alternative (either/or)
Implement right place/right time principle
Not to dismiss ‘resistance’ from students or teachers
It’s all mostly in the “problem”…the activities of active learning
Start with the “problem” and test students’ comprehension of
the learning approach being implemented
 Assess students’ “knowledge: of the assessment (just joking!)
[SLIDE 25] ATTITUDES TO KNOWLEDGE FRAMEWORK
ETHICAL ATTITUDE
PRACTICAL
ATTITUDE
PRESCRIPTIVE
PRESCRIPTIVE
ATTITUDE
ATTITUDE
SPECULATIVE
SPECULATIVE
SPECULATIVE
ATTITUDE
ATTITUDE
ATTITUDE
CRITICAL
CRITICAL
CRITICAL
CRITICAL
EVALUATIVE
EVALUATIVE
EVALUATIVE
EVALUATIVE
ATTITUDE
ATTITUDE
ATTITUDE
ATTITUDE
ANALYTICAL
ANALYTICAL
ANALYTICAL
ANALYTICAL
ANALYTICAL
ATTITUDE
ATTITUDE
ATTITUDE
ATTITUDE
ATTITUDE
REPRODUCTIVE REPRODUCTIVE REPRODUCTIVE REPRODUCTIVE REPRODUCTIVE REPRODUCTIVE
ATTITUDE
ATTITUDE
ATTITUDE
ATTITUDE
ATTITUDE
ATTITUDE
UNDERGRADUATE
HONOURS/MASTERS
PH.D
Reproductive attitude: the what...descriptive/factual outputs
Analytical attitude: the how… structures/relations/processes
Critical/evaluative attitude: the how well…pros, cons & critique
Speculative attitude: the could it be better…synthesis, alternatives,
refinements
Prescriptive attitude: the should or should not…normative elements
Practical attitude: the how to…applying knowledge to the real world
Ethical attitude: abiding by ethical frameworks in the construction, use
and dissemination of knowledge
My conclusion….sometimes imposing the ideal onto the real is less than
ideal.
[SLIDE 27] SOME BEAUTIFUL WORK…
 Two examples of students’ work from my PBL units
APPENDICES
http://curriculum.leeds.ac.uk/rbl