Problem oriented learning
Imke Buß; Jutta Rump; Janina Kaiser; Melanie Schiedhelm; Petra Schorat-Waly
a) Description of the method
The starting point of the learning process is a complex, realistic and subjectively significant problem from the field of the degree programs. As a rule, students work on this in groups. As many different points of view as possible (including disciplinary ones) should be involved (multi-perspective approach). The learning process usually takes place in seven to eight steps as listed below, in which students learn cooperatively and independently in groups. The process is guided by the education provider or a tutor.
The POL format can be used as a substitute for or as an insertion in seminars or lectures. However, it should be noted that students are not necessarily used to this type of learning and therefore need to be trained in POL. Frequent use in different modules is therefore advisable.
What is it good for?
POL promotes the acquisition of knowledge and the development of skills, especially social skills. It also promotes learning and problem-solving skills and can have a motivating effect. Overall, students have a great deal of control over their own learning process. POL can be carried out either as a major problem over the entire semester or as a method at shorter intervals.
Procedure
1. Definition of the problem Students search for a problem themselves within the module context and clarify the suitability of this problem with the lecturer.
Alternative: Specification of the problem by the lecturer 2
. Collection of problem aspects, definition of the problem
The group collects the partial aspects of the problem. Different perspectives are taken into account. The aspects are recorded in writing. The problem is defined in more detail - all participants must be in agreement here. 3
. Collection of hypotheses and ideas
Hypotheses and ideas are collected for the problem defined in step 2 (flipchart, blackboard, index cards - brainstorming). BUT: do not critically evaluate the hypotheses yet! 4
. Systematic organization of hypotheses and ideas
The group organizes the content and ideas presented according to principles they have chosen themselves (must be defined and discussed beforehand). Relevant aspects are selected. 5
. Formulation of learning objectives
The students record which facts are already known in the group and which still need to be developed. Learning objectives are defined for the systematic further development of knowledge and skills in the group. 6
. Development of learning content and objectives (individually or in subgroups)
To develop the learning objectives, the available resources (library, Internet, experts) are used in groups or individually. All aspects required to solve the problem should be covered. 7
. Synthesis and discussion of the content developed
What has been learned is presented by the groups or individuals and the problem is discussed anew, taking these findings into account. The most important points for solving the problem are recorded in writing by the students and critically reflected upon. Problems can often be solved in different ways. Therefore, different solutions to a problem can also emerge from the synthesis of the findings. 8
. Evaluation of the solution
Metacognition is used to reflect on the development of the problem and derive findings (for the next "round").
Group size
Work in groups of 4-5 students.
Time required
Supervision of students, preparation of the problem if necessary a)
within the course: two meetings of 2 hours each per round (with a break of 1-2 weeks in between, if necessary, replacement of face-to-face course(s) with self-learning phase).
b) Larger problems: Duration of several weeks with alternating kick-off meeting, reflection meeting and final event. Supervision by tutors or education staff is particularly important here.
Room equipment
No special requirements; as several groups work in parallel, they should be able to work in sufficiently separate rooms.
Material
Flipchart or blackboard for collecting and recording ideas.
b) How does POL promote the following diversity dimensions? &
Prior professional experience Prior knowledge &
POL can make use of prior professional experience by assigning tasks to the groups and within the groups. Prior knowledge can be developed individually in individual and group work. The pace of learning and the learning content are individual. Previous specialist experience and knowledge can easily be taken into account by forming appropriate groups. Different levels of prior knowledge (in terms of breadth and depth) are particularly advantageous when solving interdisciplinary problems. By dividing up some of the project tasks among the students, they can make use of their respective strengths and at the same time work on missing knowledge individually.
Core competence independent work & Learning
Independent work and learning is strongly encouraged and demanded by the application of this method, as the focus here is on the independent organization of one's own knowledge acquisition. Regular feedback, interim status discussions and targeted group formation support those whose self-direction skills are not (yet) fully developed.
Motivation to study
Problem-based learning is a democratic and action-oriented learning method that requires personal responsibility, problem-solving skills and creativity. As a result, this method requires a basic motivation to engage in teaching/learning paths that are often new to students and education. This curricular openness, which offers the best possible scope for learner determination and orientation, can help to overcome the gap often felt by students between theory and practice and thus promote motivation to a high degree.
Academic & social integration
Academic and social integration is strongly promoted through the use of this method. Academic integration is achieved, among other things, through the support and methodological and content-related feedback from the teacher. Social integration is achieved through the intensive group phases. The group formation process may need to be supported by teachers in order to avoid exclusion processes.
Time & Location restrictions
In problem-based learning, the teams must meet regularly. Overall, there are significantly more appointments to coordinate than when attending lectures. However, these can be coordinated with the small group and are not rigidly set by the university. It is also possible to organize the working groups virtually so that the work process is not dependent on location. There are no local restrictions in the self-learning phase.
Literature
Baumert, J. (1993): Learning strategies, motivational orientation and self-efficacy beliefs in the context of school learning. In: Unterrichtswissenschaft (21), pp. 327-354.
Hochschuldidaktik für MINT-Fächer (n.d.): Project-oriented learning. Available online at www.hd-mint.de/lehrkonzepte/lehrkonzepte/projektarbeit, last checked on 26.04.2016.
Marks, F.; Thömen-Suhr, D. (2012): The moderation of problem-based learning (POL) - The reconstruction of reality. In: New handbook of university teaching. Stuttgart (C.1.1).
Pfäffli, B. (2005): Education at universities. University didactics for the development of knowledge and skills. Bern, Stuttgart, Vienna: Haupt Verlag.
Weber, A. (2004): Problem-based learning. Bern: h.e.p. Verlag.
Citation
Buß, Imke; Rump, Jutta; Kaiser, Janina; Schiedhelm, Melanie; Schorat-Waly, Petra (2017): Problem-based learning (POL). In: Rump, Jutta; Buß, Imke; Kaiser, Janina; Schiedhelm, Melanie; Schorat-Waly, Petra: Toolbox for good education in a diverse student body. Working Papers of the Ludwigshafen University of Business and Society, No. 6. www. hwg-lu.de/arbeitspapiere
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