Description of the types of PBL
| Type | Description | Challenge |
|---|---|---|
| PBL | It is a learning environment in which the problem is presented before the students obtain new knowledge | To provide students a more effective opportunity to develop problem-solving skills |
| Helps students create knowledge structures that will help them apply what was learned to future situations | To facilitate the development of suggestions or clues and a more appropriate knowledge structure | |
| Self-directed PBL | Empowers students through learning tasks. They choose the topics, create the learning objectives and criteria, contact members of the group to learn and teach parts of an unknown activity, teach others, develop and self-assess their learning progress | To make students more responsible |
| Empowers students by allowing them to share in the assessment process | To develop students’ self-assessment skills and provide an opportunity for the teacher to monitor and conduct the assessment | |
| Small-group PBL | Uses a learning environment in which students are active and cooperative. There is a clearly defined deadline for tasks, with rapid feedback, as well as catalysis of the student’s learning style | To create a small-group learning environment that actually incorporates the elements that describe it |
| Incorporates principles of self-directed PBL and a process of self-assessment to create an environment for more in-depth learning | To explicitly develop lifelong learning skills such as teamwork, self-direction, teaching skills, self-assessment and communication |
| Type | Description | Challenge |
|---|---|---|
| PBL | It is a learning environment in which the problem is presented before the students obtain new knowledge | To provide students a more effective opportunity to develop problem-solving skills |
| Helps students create knowledge structures that will help them apply what was learned to future situations | To facilitate the development of suggestions or clues and a more appropriate knowledge structure | |
| Self-directed PBL | Empowers students through learning tasks. They choose the topics, create the learning objectives and criteria, contact members of the group to learn and teach parts of an unknown activity, teach others, develop and self-assess their learning progress | To make students more responsible |
| Empowers students by allowing them to share in the assessment process | To develop students’ self-assessment skills and provide an opportunity for the teacher to monitor and conduct the assessment | |
| Small-group PBL | Uses a learning environment in which students are active and cooperative. There is a clearly defined deadline for tasks, with rapid feedback, as well as catalysis of the student’s learning style | To create a small-group learning environment that actually incorporates the elements that describe it |
| Incorporates principles of self-directed PBL and a process of self-assessment to create an environment for more in-depth learning | To explicitly develop lifelong learning skills such as teamwork, self-direction, teaching skills, self-assessment and communication |
Source: Prepared by the authors based on Woods (2006)
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