The acronym PBL is generally used to indicate both problem-based and project-based learning. Guerra and Kolmos (2011, 3) point out that two very different PBL models, within the PBL philosophy, are in use at the Aalborg University, namely:
- case oriented PBL model in medical education
- problem based and project organised learning in engineering education
Guerra and Kolmos (2011, 4) state that an enquiry process characterises PBL. Formulated problems, based on real and complex situations, drive learning. The process enhances the interest of students and “promotes critical thinking, self-learning skills, lifelong learning, self-achievement, self-regulation, selfefficacy, communication skills and interpersonal skills for students”.
Guerra and Kolmos (2011, 7-9) developed an observation framework based on PBL theory, the spectra of seven PBL curriculum elements also defined as domains, categories of observation for each, and some examples of observation evidences. The table below portrays the framework and the findings (√= presence & √D= present but differences) with regard to commonalities and differences concerning the two models, namely CO = case orientated and PB = problem based and project organised:
With the figure below, Guerra and Kolmos (2011, 13) indicate the “progression from a traditional teaching environment to a pure problem-based learning environment”.
Guerra, A. and Kolmos, A. 2011. Comparing problem based learning models: suggestions for their implementation, 3-16. In J. Davies, E. de Graaff, and A. Kolmos, (Eds.). 2011. PBL across the disciplines: research into best practice. Proceedings from the 3rd International Research Symposium on PBL 28-29 November 2011, Coventry University, UK. Denmark: Aalborg University Press.
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