Problem-Based Learning as a Way to Achieve Excellence in Education

• In Event: Celebrating 50 Years of Problem-Based Learning: Past, Present, and Future

Abstract

Purpose of the Study
In this study, it is argued that it is not so much the honors programs, typically seen as a form of educational excellence, that should be seen as leading examples. Instead, excellence in education lies in basic principles from cognitive and educational psychology; 1) connecting to students’ prior knowledge, 2) collaborative learning in which “stronger” students can fulfill more responsible roles so they can have the extra challenge they need, 3) gradual development of student autonomy throughout the program, and 4) a focus on the application and transfer of knowledge. PBL is discussed as an instructional method that combines these principles.

Theoretical Framework
The number of honors and excellence programs has increased recently as universities and governments have developed several programs to stimulate excellence in education. What is excellence in education? And how can excellence in education be implemented in the classroom? We argue that PBL can be seen as an example in which those four principles come together.

Methods and Data Sources
In this theoretical paper, a connection is made between four important learning principles from cognitive and educational psychology and PBL.

Results
Connecting to students’ prior knowledge. A teacher needs to make sure to connect to-be-learned information to students’ prior knowledge (e.g., Anderson, 1990). To be able to connect to prior knowledge, this knowledge needs to be activated first, such as to present students with a case, statement or problem, like happens in PBL. By activating prior knowledge first, it becomes easier to relate new knowledge to it (Van Blankenstein, Dolmans, Van der Vleuten, & Schmidt, 2013).
Collaborative learning. A second principle is collaborative learning, which implies working together. Social interactions with fellow-students, teachers, and others contribute to the construction of knowledge (Loyens, Rikers, & Schmidt, 2007). More responsible roles can be given to students who like or need an extra challenge. The higher the complexity of the learning tasks (e.g., problems or projects), the more likely it is that collaborative learning will lead to better learning outcomes than individual learning (Kirschner, Paas, & Kirschner, 2009).
Gradual development of student autonomy. The third principle has to do with the autonomy given to learners. Motivational theories, such as the self-determination theory, highlight the importance of autonomy, because it leads to a feeling of ownership or inner freedom. In PBL, the idea is that learners get more autonomy if they get further in their program, for example, in selecting their own literature resources (Loyens, Magda, & Rikers, 2008).
Focus on knowledge application and transfer. Finally: a focus on knowledge application and transfer. When learning situations and real-life professional situations have great resemblance, the transfer of knowledge from learning situation to application situation will become more likely (e.g., Mayer & Wittrock, 1996). The use of problems in education is a way to achieve this.

Scholarly Significance
This reflection on the potential of PBL to foster excellence in education can help educational practitioners to align excellence/honors programs with important principles for learning stemming from cognitive and educational psychology.

Authors

• Sofie Loyens, Utrecht University

• Lisette Wijnia, Open Universiteit Nederland

• Ivette van der Sluijs-Duker, University College Roosevelt

• Remigius M. Rikers, University College Roosevelt