Implications of introducing problem-based learning in a traditionally taught course

Problem Based Learning (PBL) is a learningand teaching strategy which endeavours topromote active learning by giving controlof the process to the learner. This involvesusing open-ended and unstructuredproblems to trigger learning. The studentshave to analyse the problems, decide whatthey need to know and, having gained theknowledge, develop appropriate solutions.Group work is an integral part of thestrategy, with the sharing and evaluationof learning forming an essential elementin the development of solutions. As thestudents are given control over the detailedcurriculum and are required to evaluateand apply their learning, a greater senseof ownership is engendered than wouldbe by the more traditional educationprocess. This, coupled with the excitementof exploration inherent in PBL, createsa noticeable ‘buzz’ among the learners.However, a number of difficulties arisewhen implementing PBL, especially whenattempting to integrate it into a course ofstudy delivered largely using traditionalteaching methods. Some of thesedifficulties are inherent in the PBL processwhile others arise from the juxtapositionof the two strategies. This paper detailsthe introduction of PBL to one unit of anotherwise traditionally taught programmeand discusses some of the implications ofthis.