Problem-Based Learning: The Secret to Better Study Groups?

When it comes to learning, there are many different approaches to improving the learning process. However, it seems to work differently for everyone. Some people learn better visually, while others need to write things down. Nonetheless, there are some methods that have been proven to improve learning substantially. The problem-based learning approach is one such method, which works well in groups and might be the ideal approach for your study group.

Problem-based learning (PBL) is part of a long tradition of instructional methods that emphasize learning through meaningful, real-world tasks. Rooted in the ideas of Kilpatrick (1918, 1921) and Dewey (1938), PBL focuses on experiential learning, where students solve problems and reflect on their experiences. This approach encourages active learning, helping students take responsibility for their own learning while developing problem-solving strategies and constructing knowledge. We refer to the article by Cindy Hmelo-Silver (2004), "Problem-Based Learning: What and How Do Students Learn?"

There are seven steps to PBL:

Step 1: Presenting the Problem

The PBL process begins with a real-world problem that does not have a single correct answer. This problem serves as the starting point for learning. Students are introduced to the situation with only limited information, which encourages curiosity and exploration.

Example: A study group preparing for their BWL exam decides to focus on a practical question: "How can a company improve its employee motivation?"

Step 2: Problem Analysis and Identifying Facts

In small groups, students start by analyzing the problem. They discuss what they already know and what information is provided in the scenario. This helps them define the problem more clearly and understand its key aspects.

Step 3: Generating Hypotheses

Based on their existing knowledge, students begin to formulate possible explanations or hypotheses. These early ideas guide their thinking and help identify what they still need to learn to fully understand the problem.

Step 4: Identifying Learning Issues

At this stage, students recognize what they do not yet understand. They list questions and learning goals, called learning issues, which will guide their individual research and self-study.

Step 5: Self-Directed Learning

Each student then engages in self-directed learning to investigate the topics identified by the group. They search for relevant information using books, academic articles, online sources, or by consulting experts to fill their knowledge gaps.

Step 6: Applying Knowledge and Re-Evaluating Hypotheses

After gathering new information, the group comes together again to share and discuss their findings. They apply what they have learned to re-evaluate their initial hypotheses and refine their understanding of the problem.

Step 7: Reflection

The final step in the PBL process is reflection. Students reflect on what they have learned, how their group worked together, and which strategies were effective. This step helps consolidate knowledge and strengthens problem-solving, collaboration, and self-directed learning skills for future challenges.

Litrature:

Hmelo-Silver, C. E. (2004). Problem-Based Learning: What and How Do Students Learn? Educational Psychology Review, 16(3), 235–266. https://doi.org/10.1023/B:EDPR.0000034022.16470.f3