Review by: Strell, Monika (2006-01-09)

This article explores the use of Problem-based learning (PBL) in an online biotechnology course at a United States university, and discusses its benefits and challenges.

It begins with an overview of PBL, a student-centered constructivist approach to learning summarised as ‘the use of a “real world” problem or situation as a context for learning’. After exploring some basics and explaining how PBL is usually conducted in face-to-face settings, using cooperative learning groups, the article then moves on to describe the use of PBL in a Higher Education virtual learning environment.

The main structure of the case study forming the basis of this article is the use of a PBL unit as part of an online course on ‘Biotechnology in Agriculture, Food and Human Health’, catering for a variety of undergraduate and graduate students, including international participants, and attracting 15-30 students per course. PBL pedagogy is used for a five-week unit regarding genetic testing technologies, where students have to consider a fictional character and make a decision about whether or not he should undergo pre-symptomatic DNA testing. Two versions of this unit were tested. The first consisted of three assignments (a mix of group and individual activities), focusing on ‘defining the issues’, ‘gathering information’ and ‘solving the problem’, and a pre-unit and post-unit online exam. In the revised version there was no pre-unit exam, and the original ‘defining the issues’ activity was replaced by two assignments, one of which required students to develop a genetic test for a fictional disease – based on their understanding developed from online lectures, reading assignments and web-based resources.

After setting the context by describing the course, the article then presents evaluation results, which are used as a basis for discussing whether PBL stimulates higher-order learning in online students. The basic evaluation results show that the learning objectives of the unit were fulfilled, both with regard to factual knowledge as well as quality of ‘consideration’ for the issues explored. Students liked the research elements, especially web research, as well as the opportunity to share with other students. However, whereas the majority favoured the collaborative element, there were others who were struggling with scheduling and communication issues within their groups, tainting their overall appreciation.

In the final discussion, the authors examine how online PBL differs from a face-to-face setting with regard to communication, and the challenges for successful online delivery. Areas discussed specifically include communication and interaction (especially synchronous versus asynchronous methods), motivation, suitable tutor support and effective assessment methods that tie in with the aims of PBL. Finally, the efficiency of online PBL with regard to lower-level learning versus higher-order learning is discussed. Overall the authors conclude that a ‘high level of comprehension of research’ was achieved, but that although significant factual knowledge was acquired through the PBL format, the results suggest that low-level learning may be somewhat compromised.

This is an interesting and easy-to-read article that provides considerable insight into Problem-based learning ‘in action’. The authors achieve a good mix of context information, description, evaluation results and discussion. Undoubtedly this will be an article that appeals most to a practitioner audience. Despite the Higher Education case study, it is an article that will also provide those involved in corporate e-learning, with some interesting insights into the practicalities of PBL.