Problem-based learning

The Maastricht seven-jump process involves clarifying terms, defining problem(s), brainstorming, structuring and hypothesis, learning objectives, independent study and synthesising.

[15] It can be used to enhance content knowledge while simultaneously fostering the development of communication, problem-solving, critical thinking, collaboration, and self-directed learning skills.

[23] Problem-based learning focuses on engaging students in finding solutions to real life situations and pertinent contextualized problems.

[26] The real life contexts and problems makes their learning more profound, lasting and also enhance the transferability of skills and knowledge from the classroom to work.

The teams or groups resolve relevant problems in collaboration and hence it fosters student interaction, teamwork and reinforces interpersonal skills.

[30] It also fosters in them the leadership qualities, learn to make decision by consensus and give constructive feed back to the team members etc.

Problem-based has also been considered slightly more favourable to female participants,[39] whilst having equivocal impacts on their male counterparts when compared to lecture based learning.

[37] Sweller and others published a series of studies over the past twenty years that is relevant to problem-based learning, concerning cognitive load and what they describe as the guidance-fading effect.

Sweller (1988) proposed cognitive load theory to explain how novices react to problem solving during the early stages of learning.

[2] PBL is considered a constructivist approach to instruction because it emphasizes collaborative and self-directed learning while being supported by tutor facilitation.

[55] One large study tracked middle school students' performance on high-stakes standardized tests to evaluate the effectiveness of inquiry-based science.

[56] Another study from Slovenia looked at whether students who learn with PBL are better at solving problems and if their attitudes towards mathematics were improved compared to their peers in a more traditional curriculum.

[10] In Malaysia, an attempt was made to introduce a problem-based learning model in secondary mathematics, with the aim of educating citizens to prepare them for decision-making in sustainable and responsible development.

[59] Research of 10 years of data from the University of Missouri School of Medicine indicates that PBL has a positive effect on the students' competency as physicians after graduation.

The curriculum integrates the basic and preclinical sciences while fostering an understanding of the biological, social, and moral contexts of human health and disease.

[65] PBL encourages learners to take a place in the academic world through inquiring and discovery that is central to problem-based learning.

Employers have appreciated the positive attributes of communication, teamwork, respect and collaboration that PBL experienced students have developed.

As instructional technology developed over time coupled with the emergence of the internet in the mid-1990s, online education became popular gaining huge attention from organizations and institutions.

However, the use of PBL in complete online education does not seem as established based on the relatively scarce references available in the literature.

[71] In 2001, the University of Southern Queensland (USQ) was one of the first few faculties that utilized a learning management system (LMS) to facilitate collaboration and group problem-solving.

Students must be enrolled in a particular course or subscribe to a specific class to gain access to the tools and content stored in the system.

Cloud-based solutions on the other hand, such as Google Apps, OneNote, and the Office 365 suit offer collaborative tools outside the traditional education setting.

Libraries are a more selective option and often offer online-databases, but typically require an account or subscription for online access to articles and books.

Wolfram claims to be more than a platform for searching the web, rather, "getting knowledge and answers... by doing dynamic computations based on a vast collection of built-in data, algorithms, and methods.

[75] Students need to be able to state the problem clearly, describe the process of problem-solving considering different options to overcome difficulties, support the solution using relevant information and data analysis.

With the help of technology, presentation has been made much easier and more effective as it can incorporate visual aids of charts, pictures, videos, animations, simulations etc.

Prezi represents the second major type of tools with a storytelling style and less traditional or structured form of presentation that allows one to zoom in and out of any part of the screen.

The third broad type of tools would be the web-based ones free of charge with less fanciful effects, allowing access to presentations collaboratively online anytime.

[79] In this approach, which was pioneered by Stanford Professor Fruchter, an environment across six universities from Europe, the United States and Japan along with a toolkit to capture and share project knowledge was developed.

The main stress of this approach is to have an inter-disciplinary integrated development of deliverables, in order to improve the overall competency and skills of the students.