Problem-Based Learning: Benefits, Challenges, and the Way Forward 

Thearath Lim
Cambodian Education Forum
Phnom Penh, Cambodia

Innovations and Challenges in Cambodian Education: Youth’s Perspectives

Edited by Kimkong Heng, Koemhong Sol, Sopheap Kaing, and Sereyrath Em
© Cambodian Education Forum 2023

Summary

Problem-based learning (PBL) is one of the student-centered approaches that requires learners to have an in-depth understanding of a case study or a subject matter. PBL is a method that can help teachers have more time to monitor students or lead group discussions to promote learning effectiveness. It can also encourage students to experience their learning and find ways to solve problems for themselves. PBL can promote critical thinking skills, problem-solving skills, creative skills, and analytical skills, which are important and crucial in the 21st century, as they can enhance an individual’s life. As these skills are important for students ‘lives, it is crucial to encourage students to think deeply and critically. This chapter aims to examine key aspects of problem-based learning. It focuses on four main points: definitions, benefits, challenges, and ways forward to integrate PBL in higher education. The chapter concludes with some suggestions in order to promote this method.

Keywords: Problem-based learning; benefits; challenges; suggestions

Introduction

In the education sector, teachers can use a lot of methods and techniques to teach their students, but what are the best or most proper methods to apply in class effectively? In higher education, there are many successful approaches and methodologies that teachers have used in order to teach basic skills, but critical thinking skills are essential as they are skills that students must possess in both their personal and professional lives (Bezanilla et al., 2019). Popular teaching methodologies include the flipped classroom, problem-based learning, inquiry-based learning, demonstration, discovery method, cooperative learning group, and so on. However, there is no book or reference explaining which one is the best approach or method that best matches what skills or content (Sajjad, 2010). It relies on individuals’ observations of students’ capacities and classroom environments. The classroom environments concern students’ feelings, behavior, needs, age, prior knowledge, and ability to learn the subject matter, and so on. So, teachers can apply various methods depending on the real situation in their classroom.

Students will learn or be taught effectively and fruitfully if the teachers know their individual feelings, approaches, and methods that are appropriate for use in the classroom. Because of this, teachers need to be knowledgeable about a variety of techniques and be able to apply them appropriately. Each method has its effectiveness and usefulness, and the outcome of students’ learning is the same. They can learn from the subject matter that the teachers have just presented and taught. Students do not simply have much expertise in knowing if the method selected by their teacher was the best teaching method or simply the method with which the teacher was properly comfortable. However, students are the most qualified sources to indicate that teachers’ experience and methods are productive, informative, satisfying, or worthwhile, as it can be estimated by students’ understanding (Sajjad, 2010).

Teachers in universities often use their techniques and methods differently to help their students learn effectively and successfully. According to my experience in the classroom as a student at one university, my instructors used various methods and approaches. They usually present and perform their subject matter in the classroom using student-centered approaches in order to motivate their students to think deeply on their own. One of them adopted a ‘flipped classroom’ methodology, frequently requiring their students to read and learn the lesson in advance of the class. Some students found it beneficial as it encouraged their independent learning. Some, however, found it challenging to connect theories to actual practice, and without the teacher’s explanation, they were unable to comprehend the theories and their applications. Nevertheless, one of the most engaging teaching strategies in that classroom was case studies in which another lecturer frequently required students to work in groups or pairs to solve a problem, which was constantly about real-world issues that the students as teacher trainees would encounter in their actual classroom.

This chapter provides an introduction to one of the most successful teaching strategies, problem-based learning, which is used extensively in higher education (Dolmans, 2005). The purpose of this chapter is to argue that PBL has the potential to better prepare students for future learning because it fosters their development of analytical, creative, and critical thinking skills, which are crucial in the 21st century. Additionally, it aims to explain PBL’s benefits while raising public awareness of its use. The chapter’s main themes are definitions, ways to use PBL, advantages of PBL, PBL in Cambodia, and challenges for integrating PBL in higher education. The chapter ends with some recommendations for promoting this approach.

What is problem-based learning? 

Problem-based learning (PBL) is a student-centered approach that teachers use to promote students’ critical thinking or analytical skills to solve real-life or open-ended problems in a group discussion (Ali, 2019). PBL can promote students’ development of critical thinking skills, problem-solving and analytical abilities, and communication skills. It can also allow students to work in groups, find and evaluate research materials, solve problems, and engage in life-long learning (Ali, 2019; Center for Innovation in Teaching & Learning [CITL], n.d.).

PBL can be applied to various situations in the classroom. Teachers can use PBL in any subject area or learning situation with a little creativity. It is likely that the classrooms are serving as an assessment center. The students are generally required to work in groups and solve problems one-on-one with group members. Thus, they are required to have a deep understanding of the problems, which can come from various sources depending on what they encounter. Generally, we can see the problems from the outside: social media, books, articles, news, TV, in the classroom, in real-life experiences, and so on (CITL, n.d.).

How to use problem-based learning

PBL requires students to think deeply about the problem. While instructors need to challenge their students by providing them with clues to find materials or tools to research reliable and reasonable information, prove their knowledge, and engage them in independent learning, it surely promotes students’ critical thinking skills, analytical skills, and independent learning (Cooke & Moyle, 2002). A teacher should use the steps in the problem-solving process to choose, design, and implement the ideal PBL subject. These steps are: choosing the right content, figuring out the resources available, writing a problem statement, selecting a motivating activity or topic, developing a focus question, and figuring out evaluation strategies (Delisle, 1997).

According to Duch et al. (2001), teachers should create the problems in the following ways to effectively implement PBL in the classroom and to make it simple for students to solve the problems:

• It must be motivating for students to seek out a deeper understanding of the concepts.
• It should provide students with some clues to make reasoned decisions and fit into the key of problem-solving.
• It should be relevant content in such a way as to connect it to the students’ lives, experiences, or prior knowledge.
• If it is used for a group discussion, the problem needs to be complex enough to ensure that the students can work together to solve it.
• The problem should be explained and introduced in some steps so that it will help students to identify the learning issues. Then they will be able to do research and figure out the key to the targeted concepts to solve the problem. 

Students are generally supposed to work in groups. It is beneficial to set them in line and prepare time for them to engage in their PBL project. Rather than teaching and assigning the problems to the classroom, the teacher must present the problems to the students first. PBL assignments can be short and involve real-world problems and students’ prior knowledge. As Delisle (1997) noted, “the greater the students’ involvement in an issue, the greater their investment in its solution and the harder they will work” (p. 24). This is the reason why it is very important for a teacher to choose the right topic and design a problem properly for the PBL application.

During or before solving the problems in the PBL process, students generally have to: 

• Define the problems
• Find out what they have known about the problems related to the assigned PBL project
• Figure out the possible ways or keys to unlock the door of the problems.
• Brainstorm the facts or causes of the problems
• Determine what they need to know and where they can research the information and tools to solve the problems.
• Research knowledge
• Solve the problem right away
• Make notes of the answers to the problem
• Present and support the chosen solution
• Review their performance. (Nilson, 2010, p. 187)

Teachers can define problems for students to solve in various environments or scenes. In PBL courses, there are four to five different types of problems that can be used. These include case studies, simulations, role-plays, and problems that are task-based, project-based, or “ill-structured,” that is, problems with multiple solutions (CITL, n.d.; Tick, 2007, p. 368). Case studies are presented in the written form of a problem, and they are in-depth, a detailed examination of particular cases in a real-world context. Role-plays let students perform a story from a given or without a given script, and they have to follow the description of the problem story which is about the problem in the real world. Simulations are offered in conjunction with PBL as a combined learning strategy that includes lectures, discussion in PBL modules, self-directed learning, and real-life situations. However, simulations now often involve computer-based programs. Regarding each technique being used, the core of the method remains the same: the real-world problem (CITL, n.d.)

Benefits of problem-based learning

PBL is one of the most effective teaching methods because it provides students with learning outcomes through critical thinking to find a solution. It provides benefits to both teachers and students. A teacher can manage his/her classroom effectively, and students can work actively on their own (Center for Teaching Innovation, n.d.).

According to several studies, a teacher who organizes and develops a well-designed PBL topic will provide students with the opportunity to develop their skills related to:  

• Teamwork: Students will strongly cooperate as a team to solve a problem.  An assigned case study has to be solved in one line on their way; thus, they need to work actively to reach the target result. PBL generally encourages students to improve their ability to collaborate and work well in small groups (Ahamad et al., 2017; Azer, 2001). 
• Managing projects and holding leadership roles: Students will have chances to lead a group. Reading and discussion are the primary ways that students discover leadership (Bridges & Hallinger, 2009). In a group discussion, there should be a leader. He/she is the one who can hold the group together to know the way, to go the way, and to show the way (CTI, n.d.). He/she is like a referee making a reliable, reasonable, and responsible decision. Other members will find out the answers differently to solve the problems, so the group has to have a leader to decide which answers/information are the best to unlock the concepts of the problems.  
• Oral and written communication: It is their time to make friendly communication with other students through sharing their ideas with each other in the group discussion. As they have more opportunities to practice using the language for real-world communication, students in PBL classrooms can develop their social skills (Azman & Shin, 2012). It is surely a great time for them to improve and develop their thinking by getting others’ opinions in their group, and they can evaluate or rethink afterward (CTI, n.d.). It is always helpful and worthwhile to have more ideas outside of their brainbox. When students present their findings to their peers, effective PBL problems help students develop their communication skills (Ahamad et al., 2017).
• Self-awareness and evaluation of group processes: Students will learn more about themselves through their cooperation and sharing of their thoughts. The group process and self-knowledge, in the opinion of the students, are their most valuable learning experiences (Fenwick, 2010). They will learn about their strangeness and weaknesses through solving problems. Moreover, they will know about how their group members are; they can find out who works hard, works smart, and gives hands intensively in the process of group work.  
• Independent working: On the assignments to look for information, students may work independently (Azer, 2001). They have their own self-leadership in their decision to reach the target to solve problems. In the group discussion, they can also lead their thoughts by sharing their perspectives. 
• Critical thinking and analysis: PBL definitely promotes critical thinking and analyzing skills. Students will have chances at this stage to unlock their potential and discover their productive skills in solving problems. They will be able to work out more on their brain and practice it in order to master their analytical and thinking capacities since their group discussions help them develop their critical thinking skills (Yuan et al., 2008). 
• Explaining concepts: Students will be expected to work hard on a deep understanding of the concepts of the problems. The development of students’ proficiency through PBL depends equally on conceptual and procedural understanding (Ahamad et al., 2017). They need to find ways and tools to research reliable information to gain a deeper understanding. Then, students can explain what they have just explored. 
• Self-directed learning: As PBL is a student-centered approach, students are required to study and work on their own to reach the target objective. PBL can help students become more self-directed learners and launch a growth process for lifelong learning (Malan & Ndlovu, 2014). This process can help students get more action in the classroom rather than having to listen to the teacher all the time.
• Applying course content to real-world examples: Teachers can engage their students with real-world problems. They can present and teach students what problems can exist in their real lives or someone else’s life, and it will help students experience solving the problems inside the classroom and apply them outside the classroom. PBL is an educational approach that encourages students to work cooperatively in groups to solve real-world issues and acquire skills to become self-directed learners (Akcay, 2009). They will have some sources and techniques for solving problems after learning through the PBL approach.
• Researching and information literacy: PBL has also been used successfully in science and medical education and is well suited to assisting students in gaining the critical thinking abilities that lead to information literacy (Carder et al., 2001). It can happen that their new experience is familiar with PBL. Students will gain more information by conducting research and developing their information literacy.
• Problem-solving across disciplines: The methodology of solving problems follows the four steps of the PDCA (Plan-Do-Check-Act), which consists of eight procedures, as shown in Table 2.1.

Table 2.1. The four steps of problem-solving

PDCA: Plan-Do-Check-Act
Plan	1. Creating the problem-solving team 2. Describing the problem
Do	3. Implementing containment action 4. Identifying and validating the root cause 5. Identifying and choosing corrective actions
Check	6. Implementing corrective actions and tracking their effectiveness
Act	7. Identifying and implementing preventive actions 8. Closing and congratulating the team

Source: Satyendra (2019)

Challenges of using problem-based learning

PBL is not just a method but a way of learning (Boud & Feletti, 1997). PBL is also a way of constructing and teaching a lesson using a problem and putting a focus on students’ activities. Problem-based courses start with problems rather than a direct explanation of the core of the problems from teachers (Boud & Feletti, 2013). The assigned problems move students towards the acquisition of knowledge and skills through the stages of solving processes; moreover, students can somehow get support from teachers.

However, there are some consequences that instructors will face. They sometimes have to use stimulus material to help students discuss an important problem, question, or issue. They have to appropriately guide students’ critical thinking and provide resources to help them learn from defining and attempting to resolve the given problem. They also have to know the problem well and be able to facilitate their students’ learning process. Students are set up by the teachers to work cooperatively as a group to explore information in and out of the classroom. In addition, they have to help students identify their own learning needs and make appropriate use of reliable resources (Boud & Feletti, 1997). In the end, a teacher is supposed to apply this new knowledge to the original problem and evaluate the students’ learning process. There are additional challenges for the teachers. They might be the issues that teachers encounter the most frequently, as discussed below.

Finding real problems can be difficult

Teachers can find it difficult to mark and design the problems that work best with PBL (Armitage et al., 2015). Once a teacher chooses a problem-based case, he/she has to make sure that it is a real-world problem that can help students identify its roots and target their goal to solve the given problem (Erdogan & Senemoglu, 2014). PBL courses are also still connected to the school’s standards and curriculum. A teacher must ensure that students can spot potential issues because doing so gives them a chance to develop their metacognitive awareness of the course outcomes (Downing et al., 2008). They can identify the source of a problem and then propose solutions. Choosing the right topic helps ensure that students understand that PBL is both personally invented and defined. It is also a deeply educational method, as it is all about real problems, real solutions, and real learning.

Facing our ignorance of the situation

PBL has the potential to remove us from the spotlight and make us uncomfortable when selecting and creating a course (Wheeler et al., 2016). The issues or technical knowledge that our students are facing may not be something we are familiar with or understand well. This is a particular challenge that we, as teachers, must take into account when planning or creating problems for the lesson. During the classroom activity, the teacher and the students might not be aware of the intended solution.

Getting familiar with PBL

This is a significant issue for an instructor who wants to get deeply educated on PBL. It will become more effective in the classroom if teachers get well-versed in resources and information searching through various sources (Tick, 2007). Teachers are often required to increase or improve their professional development to be more competent in applying PBL. According to Ahamad et al. (2017), given that the students were unfamiliar with PBL, it is also important to take note of this method. As a result, even though the teacher clearly implemented the PBL lessons, it appears that the student required more assistance and facilitation from the teacher.

Recognizing and accepting failure

Failure in applying PBL is not a bad issue (Fatokun & Fatokun, 2013). Instead, it offers a fantastic chance for the teacher and students to consider the implications of their real-world problem-solving decisions as well as the teacher’s problem-solving preparation (Akcay, 2009). In order to solve every issue that they come across, students will not always be able to find the right key or hint. Failure is just a piece of the process toward success (Tick, 2007). Students need to understand that failure is not the worst part of accepting and giving up the goal that they would like to achieve; it is often a key to the process of success. They must understand that PBL is a way of learning, not an exam.

Problem-based learning in Cambodia

PBL is used in some schools and training centers in Cambodia to promote critical thinking skills because it is considered one of the compulsory skills in the 21st century (Saputra et al., 2019; Vong & Kaewurai, 2017). It can also lead individuals to an appropriate level of capacity to make reliable decisions based on existing reasons and evidence. According to Vong and Kaewurai (2017), PBL, project-based learning, and adult learning theory have been applied to promote teacher trainers’ critical thinking and teaching ability at the Regional Teacher Training Center (RTTC) in Takeo province, Cambodia. PBL and other methods, such as team-based learning (TBL) and cooperative learning, have become increasingly popular in medical education in Cambodia and Asian countries (Iwata, 2016). The International University (IU) in Cambodia used to conduct a course, called Hybrid Educational Activities Between TBL and PBL Programs. The course included twenty-one medical students and postgraduate trainees who were randomly divided into two teams to discuss a case through alternating short tutor lectures and small group discussions. It has been found that many Asian medical schools and their students appear to be positive about adapting to PBL in their curriculum (Khoo, 2003).

In addition, Teach For Cambodia also uses PBL in its assessment center. It assigned a case study for applicants who applied for its fellowship program to solve an assigned problem that may exist in the workplace. The case study is about a real-life problem that candidates will accidentally face when they are supposed to work in a school or community or when it exists in reality. The case study is not like an exam, but it is the process of learning and solving problems to promote and evaluate candidates’ critical thinking skills.

Suggestions to promote problem-based learning 

Suggestions for schools

PBL is one of the best ways to encourage students’ desire and passion to learn independently. Students will typically feel more inspired, motivated, and encouraged to use their full potential for thinking and analyzing to address problems in the real world. They will be able to use or put into practice what they learned in the classroom to address any issue at hand. Universities in Cambodia should, therefore, include the use of PBL in their curriculum and encourage or suggest their teachers apply PBL in the classroom to help students become more familiar with self-learning and critical thinking skills as well as analytical skills. Lecturers, who are technically teacher trainers, could promote PBL among their students, who may be teachers in other schools. They will then be able to promote problem-based learning beyond their classrooms. 

Suggestions for teachers

PBL requires a deep understanding of a case study or problem project and analytical and thinking skills. The adoption of PBL by teachers would greatly benefit Cambodian students by giving them more opportunities to develop their problem-solving abilities, as PBL encourages critical thinking and analytical skills. Students should be taught through any student-centered approach, but PBL is highly recommended in order to promote Cambodian students’ capacity to think more profoundly and intellectually. Teaching directly or explaining the subject matter without students’ exploration is not as effective as their self-learning because it will not allow them to have chances to practice or produce their ideas. Teaching only reading, writing, or speaking is not the main point of education these days; teaching problem-solving, creative, and thinking skills is more crucial (Birgili, 2015). It is possible to assert that learners are confronted with a wide range of real-life problems, so these skills will be useful for them throughout their lives outside the classroom (Saputra et al., 2019; Birgili, 2015).

Suggestions for students

Learning by solving problems through PBL in the classroom is absolutely effective and beneficial for you as students. When you accidentally encounter problems in your real life, you will become more familiar with and adaptable to them because you practice them in the classroom. These practices allow you to gain expertise in the subject matter and become more confident (Ericsson et al., 1993). Moreover, you will build crucial cognitive and professional skills as you take on challenging, interdisciplinary, and real-world problems. When putting ideas into practice, students should acquire knowledge from both successes and failures. A PBL course or project, which is assigned by your teacher, can help build significant relationships between academic learning and professional practice (Steinemann, 2003).

Conclusion 

PBL is a teaching method that consists of problem cases as a project to promote students’ critical thinking skills to understand real-world problems. Teachers must thoroughly understand how to apply and select the best PBL project for their classrooms. They have to select suitable content, design a problem case, write a problem statement, develop a focus question, and build up a motivational activity.

It will be helpful and fruitful in the classroom if teachers design and prepare the right projects or PBL projects that fit and are relevant to students’ levels. When teachers organize and develop a well-designed PBL topic, it will provide students with the opportunity to develop skills such as thinking, communication, teamwork, problem-solving, leadership, and analysis. Hence, PBL should be promoted more widely in classrooms in order to strengthen students’ skills in those areas because they are advantageous and crucial in the 21st century and have the potential to improve students’ lives when they face their real-life problems.

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