Författare: Sally Wiggins Young

Publicerat

When culture meets PBL: Understanding silence, participation, and group learning

by Chuanwen Fan

Before taking the PBL course, I imagined group learning to be quite straightforward: put students into groups, let them talk, and learning would naturally happen. I had grown up in a lecture-based education system where the teacher speaks and students listen, so PBL felt like stepping into a completely different world. For the first time, I experienced a model where students construct knowledge together while the tutor acts as a facilitator rather than a giver of answers (Barrows, 2006).

This shift changed the way I think about learning. Through observing tutors and joining group discussions, I saw how powerful a single, well-timed question it can be how opens up thinking, activates prior knowledge, and helps students take ownership of their learning (Jaganathan, Bhuminathan, & Ramesh, 2024). But the most transformative part of this course was something I had never expected: realizing how deeply culture and language shape the way students participate in PBL.

Understanding group dynamics: more fragile than they appear

One of the biggest insights for me was discovering just how complex group dynamics in PBL actually are. I had assumed that once students were placed into groups, collaboration would emerge automatically. However, the case analyses, role-plays, and group reflections in this course revealed a very different reality. Small-group interaction is fragile. Unequal participation, cultural differences, lack of psychological safety, unclear expectations, and different communication styles can quietly accumulate and quickly affect the quality of learning (Dolmans, De Grave, Wolfhagen, & van der Vleuten, 2005).

The role-play sessions on “problematic groups” made this especially visible. I saw how a group could get stuck and stop progressing. When some members avoided conflict, or when one or two voices unintentionally dominated the discussion and others withdrew, at that point I was the “quiet, low participation” member, the group broke down almost instantly. The experience showed me that when misunderstandings or imbalances appear, a tutor’s gentle and timely intervention can make the difference between stagnation and meaningful learning.

Cultural rhythms: why silence doesn’t always mean disengagement

What made me reflect the most was seeing how strongly cultural background influences communication. Coming from an East Asian academic culture, I was used to being careful, polite, and indirect. Being too assertive or openly disagreeing with others often felt inappropriate. In contrast, Swedish and many Western learning environments encourage quick responses, open disagreement, and active engagement. In our PBL groups, these cultural rhythms were easy to spot. Some students voiced their ideas immediately, when others took more time or waited for the “right moment.” To understand this better, I spoke with several PBL students from East Asian backgrounds.

Their experiences were strikingly similar:
1. Being the secretary created intense anxiety—different accents made it hard to take notes quickly, and some even lost sleep the night before.
2. Discussions without a “standard answer” felt unsettling, because they came from systems where correctness is clear and measurable.
3. Even after preparing thoroughly, they struggled to find a chance to speak in fast- paced discussions.
4. They were sometimes mistaken for being unprepared or “free-riding,” and a few were directly told, “You never contribute.”

These conversations, combined with my own experience, helped me see that silence or low visible participation often has little to do with motivation. Instead, it may come from language barriers, cultural norms, or low psychological safety (Hansen, Chen, Lyngdorf, Bertel, & Du, 2025). Not knowing when to interrupt, not understanding certain accents, or needing more time to organize thoughts can all make a student appear “inactive.”

When these factors go unnoticed and students are judged harshly, the emotional impact can be significant, not just for the individual, but for the whole group’s climate. This course showed me that many participation differences reflect different cultural rhythms, not differences in effort or ability. Without cultural sensitivity, misunderstandings are almost guaranteed.

What makes a good PBL tutor: facilitation with cultural awareness

Through this course, I realized that tutors play a much more complex role than simply leading the process. They are also cultural mediators who help groups understand each other’s needs, differences, and communication patterns. Based on what I learned, an effective PBL tutor should:

1. Get to know students’ backgrounds early: Culture, language comfort, and previous learning experiences matter. Everyone introduces themselves in the first session, as in our course, to help create a safer, more connected atmosphere.
2. Shape a shared “discussion rhythm”: This includes reminding fast speakers to pause and creating gentle openings for quieter students to contribute.

3. Prevent misunderstandings before they escalate: Explaining early on how cultural differences affect communication helps students become more patient and understanding.
4. Build psychological safety: Students need to feel safe asking for repetition, taking time, and making mistakes.

5. Receive training in cultural sensitivity: Being a former PBL student isn’t enough. Effective tutors need cross-cultural communication skills, an understanding of group psychology, and the ability to intervene supportively.

One student summarized this beautifully: “Those who walk fast need to slow down sometimes; those who walk slowly need to dare to move closer. Only then can the group really become a group.”

This line stayed with me. It reminded me that cultural differences are not obstacles to eliminate, they are opportunities for deeper learning, more empathetic communication, and a more genuinely inclusive group experience.

What I will take forward

Through this PBL course, I have come to see small-group learning in a completely new way. I now understand that group processes are part of the learning itself, that human interaction lies at the heart of PBL, that participation is shaped by culture and context rather than attitude alone, and that silence is often a meaningful signal rather than a problem to fix. Whether or not I become a PBL tutor, I hope to carry these insights into my teaching and supervision: creating safer, more inclusive learning spaces where different cultural rhythms are recognized, every student feels supported, and every voice and pace can be heard and respected. In the end, this course didn’t just teach me how PBL works, it also taught me how people learn: across cultures, through collaboration, and with care. That is something I will carry with me for a long time.

References

Barrows, H. S. (2006). Problem‐based learning in medicine and beyond: A brief overview. New Directions for Teaching and Learning, 1996(68), 3-12.

Jaganathan, S., Bhuminathan, S., & Ramesh, M. (2024). Problem-Based Learning – An Overview. J Pharm Bioallied Sci, 16(Suppl 2), S1435-S1437.

Dolmans, D. H., De Grave, W., Wolfhagen, I. H., & van der Vleuten, C. P. (2005). Problem-based learning: future challenges for educational practice and research. Med Educ, 39(7), 732-741.

Hansen, S., Chen, J., Lyngdorf, N. E. R., Bertel, L. B., & Du, X. (2025). Supporting psychological safety in teamwork – in which ways do engineering students feel safe doing creativity–focused interventions in a PBL environment? European Journal of Engineering Education, 1-20.

Publicerat

Contract and Constructive Feedback in Problem-Based Learning (PBL). By Dhanapal Govindaraj.

Introduction

Problem-Based Learning (PBL) is a student-centered pedagogical approach that emphasizes active learning through the resolution of real-world problems. It shifts the traditional paradigm from teacher-led instruction to collaborative inquiry, fostering critical thinking, self-directed learning, and teamwork. Within this framework, two elements learning contracts and constructive feedback play pivotal roles in ensuring effective group dynamics and individual accountability. This essay explores the theoretical foundations of PBL, examines learning and group processes, analyzes tutor styles, evaluates pedagogical tools, and reflects on ethical dilemmas, while highlighting the importance of contracts and feedback in sustaining motivation and engagement (Chen, 2022; Marra et al., 2014).

Theoretical Foundations of PBL and the Role of a Group Contract:

PBL is primarily grounded in social constructivism (Vygotsky, 1978) and experiential learning (Kolb, 1984), which emphasize learning as a social process in which students construct new knowledge through interaction, questioning, and problem-solving. Learning occurs through active engagement and reflection, often mediated by peers and facilitated by a tutor rather than through direct instruction. In this context, PBL groups must function collaboratively, sharing responsibility for both the process and outcomes of learning.

To support this collaboration, PBL groups commonly develop a group contract at the beginning of the course. A contract is a mutually agreed set of expectations regarding communication norms, task distribution, confidentiality, and respect. The purpose of the contract is twofold:

• To ensure clarity and common understanding about responsibilities and,

• To provide a reference framework in case behavioral or procedural challenges arise later in the group process (Kassab et al., 2006).

The act of constructing a contract also aligns with self-regulated learning theory, where students take ownership of their learning goals and behavioral standards. By negotiating rules together, students practice autonomy, accountability, and shared decision making, key skills intended to be fostered through PBL. Knowledge is co-constructed through dialogue and collaboration, with learners actively engaging with problems, negotiating meaning, and building shared understanding (Marra et al., 2014).Learning contracts can mitigate issues such as unclear expectations and uneven participation by establishing clear standards for involvement, deadlines, and quality. They serve as a psychological contract, promoting accountability and reducing ambiguity. Constructive feedback complements this by enabling continuous improvement; students and tutors provide timely, specific, and actionable comments that enhance both individual and group performance (Belland et al., 2013).

Constructive Feedback and the Tutor’s Role in Supporting Learning:

Constructive feedback is a critical component of PBL because it helps students monitor their progress, develop metacognitive skills, and continually improve group functioning. Drawing from formative assessment theory (Black & Wiliam, 2009), effective feedback should be timely, specific, respectful, and actionable. It should highlight what is going well, identify areas for improvement, and provide guidance on how to adjust strategies or behaviors (Pangastuti D et al., 2022)

In PBL, feedback occurs within three interconnected levels:

• Peer-to-peer feedback – essential for maintaining collaboration and ensuring mutual accountability.

• Self -reflection – learners evaluate their own contributions and communication patterns.

• Tutor-facilitated feedback – focused on group processes, problem-solving strategies, and learning engagement rather than simply providing correct answers.

The tutor acts as a facilitator, modeling questioning, guiding communication, promoting participation, and supporting constructive peer feedback. They may use the contract to manage conflicts respectfully, fostering a growth-oriented culture where mistakes become learning opportunities (Kassab et al., 2006; Chen, 2022)

Several tools can enhance engagement in PBL:

• Learning contracts: Formal agreements outlining roles, responsibilities, and timelines. They empower students to take ownership and clarify expectations.

• Constructive feedback mechanisms: Peer and tutor feedback loops, rubrics, and reflective journals encourage metacognition and continuous improvement.

• Role rotation: Assigning roles (e.g., facilitator, recorder, skeptic) ensures equitable participation and develops diverse skills.

Ethical Considerations in Group Contracting and Feedback:

The collaborative nature of PBL introduces ethical dilemmas. Feedback that is too direct or insensitive may harm a prevent a group from functioning effectively. The challenge lies in maintaining a balance student’s confidence or sense of belonging. Conversely, withholding honest critique may between compassion and accountability (Kurtz & Starbird, 2016). Confidentiality clauses protect sensitive discussions, while tutors must address power imbalances and ensure fairness, empathy, and student well-being.

Critical Reflection on Contracts and Feedback in PBL:

While contracts and feedback systems are highly beneficial, their success depends on genuine engagement from students. If the contract is created hastily or perceived as an administrative formality, students may ignore its principles. Likewise, feedback that feels forced or judgmental can lead to defensiveness rather than improvement.

PBL educators/Tutors should ensure that:

• Contracts are co-created, revisited regularly, and used as active reference tools.

• Feedback processes are embedded as routine and safe components of learning.

When implemented effectively, contracts and constructive feedback transform PBL groups into reflective communities of practice where all members participate meaningfully and learn from one another (Belland et al., 2013; Marra et al., 2014).

Reflecting on PBL as a Pedagogical Method:

PBL offers numerous benefits: it promotes active learning, critical thinking, and professional skills such as teamwork and communication. Students learn to navigate ambiguity, manage projects, and apply knowledge in authentic contexts. However, challenges persist, time-intensive preparation, assessment complexities, and variability in tutor competence can hinder implementation. Group dynamics may also lead to social loafing or conflict, necessitating robust facilitation and clear contracts (Chen, 2022).

Constructive feedback addresses these limitations by providing formative insights that guide improvement. When feedback is timely, specific, and respectful, it enhances motivation and learning outcomes. Conversely, poorly delivered feedback can demoralize students and exacerbate group tensions.

Conclusion

Contracts and constructive feedback are integral to the success of PBL. Contracts establish clarity and accountability, while feedback drives continuous improvement and fosters a supportive learning environment. Together, they enhance motivation, regulate group processes, and uphold ethical standards. Embedding these elements within the PBL framework ensures it remains a powerful tool for developing competent, reflective, and ethically responsible professionals. Tutors and students must approach these practices as ongoing commitments grounded in shared responsibility for the success of the group (Chen, 2022; Marra et al., 2014; Kassab et al., 2006; Belland et al., 2013; Kurtz & Starbird, 2016).

References

Belland, B. R., et al. (2013). A framework for designing scaffolds that improve motivation and cognition. Educational Psychologist, 48(4), 243–270.

Chen, J. (2022). Theoretical Foundations of Problem-Based Learning.

Kurtz, M. J., & Starbird, L. E. (2016). Interprofessional clinical ethics education: The promise of cross-disciplinary PBL. Journal of Clinical Ethics, 27(1), 38–45.

Pangastuti D, Widiasih N, Soemantri D. Piloting a constructive feedback model for problem-based learning in medical education. Korean J Med Educ. 2022 Jun;34(2):131-143.

Kassab, S., et al. (2006). Teaching styles of tutors in a problem-based curriculum. Medical Teacher, 28(3), 271–275.

Marra, R., Jonassen, D., Palmer, B., & Luft, S. (2014). Why problem-based learning works: Theoretical foundations. Interdisciplinary Journal of Problem-Based Learning, 8(2), 9–21.

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.

Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development.

Publicerat

What I learned was a lot more than how to be a base group supervisor, by Shadi Jafari

When I began my occupation at Linköping University, I frequently encountered discussions about problem-based learning (PBL). Despite the abundance of information surrounding PBL, I lacked both a comprehensive understanding and practical experience with it. Even my colleagues’ explanations, though insightful in outlining the purpose of PBL, did not equip me adequately for the role of a PBL group tutor. However, being assigned to be a PBL tutor provided the necessary motivation to enroll in a PBL course, a decision that I am now exceedingly content with.

I consider myself fortunate to have started my tutoring journey with a PBL group while simultaneously undertaking the course. This arrangement afforded me the unique opportunity to put the knowledge I acquired into immediate practice. I also came up with numerous ideas on how to effectively manage the group for optimal outcomes. Furthermore, my experience has inspired me to apply the insights gained from the course to enhance my lectures and laboratory sessions, ensuring that my students derive maximum benefit from my classes.

PBL stands apart from conventional teaching methods by placing a significant portion of the learning responsibility squarely on the student’s shoulders. To support students in this endeavor, base group meetings play a pivotal role. Each base group comprises a few students and serves as a forum where students collaboratively tackle problems through various scenarios. Subsequently, they embark on individual journeys to seek the knowledge needed to address these problems, drawing from resources outside their base groups. In the subsequent base group session, participants engage in discussions and reflective exercises centered around their newfound knowledge. Based on my observations, this arrangement results in a unique sense of accomplishment and satisfaction in students, very similar to the feeling one has after solving a complicated math problem.

The role of the supervisor within the core group is diverse. Their primary goal is to foster learning, as opposed to conventional teaching methods (Nielsen & Danielsen, 2010). What I’ve learned from this course is that as an educator, my role extends beyond mere facilitation. Students may select their subjects for various reasons, not all of which stem from a pure love of learning and improvement in that particular field. This is when my role as a teacher becomes even more crucial. I must utilize every available method to instill a sense of curiosity and motivation in my students, inspiring them to explore and actively pursue knowledge. It’s at this point that I can consider myself successful as an educator or supervisor.

Another tutor’s role within the core groups is to provide support in the learning process, as outlined by Barrows in 1988. The tutor’s responsibility is to maintain the group’s focus on their tasks, thus assisting them in achieving their learning objectives. Moreover, the supervisor should engage the students on a metacognitive level, encouraging them to reflect on their own learning experiences and fostering a critical approach to knowledge acquisition, allowing them to build their own understanding.

Barrows emphasizes the significance of creating an open and positive learning environment within the core group. It is essential for students to feel comfortable admitting when they don’t understand something and be capable of providing constructive feedback to one another. Barrows describes three phases in the tutorial process. In the initial phase, known as modeling, the supervisor often prompts metacognitive thinking in students to encourage reflection on their learning and problem-solving methods.

As the students become more self-sufficient but still require some guidance to ensure the process runs smoothly, they transition into the coaching phase, which is the second phase. During this phase, the supervisor may need to step in and challenge students to promote progress, ultimately leading to the third phase known as fading. In the fading phase, the group can autonomously navigate the processes, and the supervisor takes on a less active role.

It is crucial for a supervisor to recognize that each core group is unique. What was effective in one core group may not necessarily apply to the next. Additionally, supervisors should regularly assess the phase their core group is currently in and tailor their approach accordingly.

It is imperative that the supervisor provides support to students to ignite their motivation for learning. This can be achieved, for instance, by offering positive feedback when students excel in their tasks. By instilling motivation in students, you can contribute to enhancing their critical thinking skills and fostering a more profound learning experience. It’s crucial to perceive the group as a cohesive unit rather than as individual students. Through the supervisor’s approach, the group can also view the base group as a mutually beneficial arrangement; it’s essential for both giving and receiving within the group. The group should evolve collectively, and it’s essential to remember that the supervisor’s role is not that of a lecturer.

Azer (2005) appears to emphasize the importance of establishing a harmonious group dynamic within base groups. Individuals within the group come from diverse backgrounds and have varying life situations. However, the learning process should be conducted professionally. Therefore, it’s crucial to establish a shared consensus on various ground rules so that everyone understands the expectations. This forms a solid foundation for an effective group. Azer believes that it is important as a supervisor to instill trust, give feedback, support discussions, asks open-ended questions when the students do not progress and encourages the group to have a secretary who writes down what the group arrives at when working on the problem.

Furthermore, being able to analyze the group’s dynamics is essential, recognizing that it comprises diverse individuals who share a common goal—learning. As a supervisor, fostering an open and inclusive atmosphere within the group is crucial to motivating and facilitating deep learning in students. High motivation often leads to deeper learning, and it’s the supervisor’s responsibility to inspire students. Motivation, according to Biggs and Tang (2011), can be categorized into four main types: extrinsic, performance, intrinsic, and social. Understanding these motivation types is crucial because students with different motivations may be present in each base group.

Given the presence of diverse individuals with varying levels of motivation within each base group, the role of the supervisor can be challenging. How should one consider the individual while prioritizing the group’s learning objectives? As a prospective supervisor, addressing varying levels of motivation among base group members is a key concern. The PBL tutoring course has equipped me with pedagogical tools to navigate these complex scenarios. Through role-playing, I’ve gained insights into the responsibilities of a PBL tutor. I know that I won’t start as the perfect supervisor, as excellence takes time and effort. What I can commit to is having the motivation to continually improve as a supervisor for my base group and, occasionally, I may need to gently guide my group, recognizing that strength lies in unity.  I think as long as the base group maintains its motivation and achieves effective learning, I will consider my role a success.

 

References:

 

Nielsen, Jørgen & Danielsen, Oluf. (2010). Problem-oriented project studies : the role of the teacher as supervising / facilitating the study group in its learning processes. 10.1007/978-1-4614-0496-5_15.

Barrows, HS (1988). The tutorial process. Springfield: Southern Illinois University, School of Medicine.

Azer Samy A. (2005). Challenges facing PBL tutors: 12 tips for successful group facilitation, Medical Teacher, vol 27, No 8.

Biggs, J., & Tang, C. (2011). Teaching for Quality Learning at University, Fourth Edition. Maidenhead, United Kingdom: Open University Press.Jones, B. D. (2009). Motivating Students to Engage in Learning: The MUSIC Model of Academic Motivation. International Journal of Teaching and Learning in Higher Education, Vol. 21, No. 2, pp. 272-285.

 

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Problem based Learning: Theoretical foundation and evaluation of PBL as a pedagogical method – Shumaila Sayyab

Problem-Based Learning (PBL) is a dynamic and innovative pedagogical approach that has gained popularity and is implemented in several disciplines worldwide, particularly in the fields of medicine and healthcare. PBL represents a shift from traditional lecture-based instruction to a student-centered, problem-driven model. This approach is grounded in several theoretical foundations that emphasize active learning, constructivism, and self-directed exploration.

Theoretical Foundations of PBL

Central to the PBL philosophy is the constructivist theory of learning, in which the learners actively build knowledge through their experiences and interactions with the environment. In PBL, knowledge is not simply transmitted from teacher to student but constructed by the learners themselves.1 PBL addresses cognitive load theory, which suggests that learning is most effective when the cognitive load imposed by instructional materials matches the cognitive capacity of the learner. PBL’s focus on solving complex, real-world problems aligns with this principle by providing learners with authentic, context-rich tasks that engage their cognitive abilities. PBL incorporates social and psychological constructivist principles, emphasizing social interaction and collaboration among students. Learning in small groups fosters discussion, debate, and the co-construction of knowledge. This collaborative aspect is informed by socio-constructivist theories of learning.2

The PBL architecture

The PBL architecture typically involves shifts in three levels of curriculum.3

  1. Content coverage to problem engagement
  2. From lecturers to coaches in tutor role
  • From passive learner to problem solvers in student’s role

PBL begins with the presentation of a complex, open-ended problem or scenario or vignette. This problem serves as the focal point of the learning experience, motivating students to explore and understand the underlying concepts and principles required to solve it. The problem is carefully designed to be thought-provoking and relevant to real-world situations.

Instead of traditional lecturers, PBL tutors act as facilitators or coaches. They provide support, pose probing questions, and help students navigate their learning journey. The tutors ensure that discussions stay focused on the problem and guide students towards relevant resources.

In PBL, the students take on an active role in their education. They are responsible for identifying the key questions related to the problem, determining the knowledge and resources needed to address these questions, and independently acquiring this knowledge. This self-directed approach enhances students’ autonomy and problem-solving skills.3 This allows the students to take the role of active problem solvers rather than passive learners waiting to be spoon-fed.

Often, PBL is conducted in small groups, encouraging collaboration, communication, and peer learning. Within these groups, students share their perspectives, insights, and research findings, fostering a rich exchange of ideas and diverse viewpoints.

This educational approach challenges the learners to build on their prior knowledge and connect it with the existing concepts in solving the problem. The students’ progress is continuously assessed through their reflections on the scenario/vignette, which allow the tutor to identify the gaps in their understanding and refine their problem-solving strategies. PBL encourages experiential learning, where students actively engage with problems, reflect on their experiences, and refine their understanding through iterative cycles of problem-solving.4

PBL methodology evaluation

When thinking about implementing PBL methodology in our teaching context, Marincovich beautifully explains and reminds us that the PBL image of classroom is different where PBL is student centered, with the tutor role as guiding rather than directive and it is process oriented which is different from the traditional classroom with the students sitting in rows, in front of a teacher lecturing them.5 Research on the effectiveness of PBL methodology has yielded mixed findings, with studies showcasing both its strengths and limitations. PBL offers several advantages as a pedagogical method:

  1. Enhanced Critical Thinking: PBL compels students to think critically and analytically as they tackle real-world problems. This fosters a deeper understanding of the subject matter and promotes higher-order thinking skills.
  2. Motivation and Engagement: The problem-solving nature of PBL often leads to increased motivation and engagement among students. Learners are more invested in their education when they can see the direct relevance of what they are learning.
  • Long-Term Knowledge Retention: PBL emphasizes understanding over rote memorization, leading to better long-term knowledge retention. Concepts learned in the context of solving a problem tend to stick with students.
  1. Collaboration and Communication Skills: Working in small groups fosters collaboration and communication skills, which are essential in professional and real-world settings.

On the other hand, despite its merits, PBL is not without challenges and criticisms. Kirschner et al. argued that PBL may overload working memory, hindering the transfer of knowledge to long-term memory.6 In another study, authors have raised concerns about the inconsistency in PBL implementation and the need for faculty development.7 Some of the challenges of PBL include:

  1. Resource Intensiveness: It can be resource-intensive, requiring well-designed problems, trained tutors, and adequate time for group discussions. This may limit its scalability in resource-constrained environments.
  2. Variable Implementation: The implementation of PBL can vary widely, making it challenging to standardize and assess its effectiveness. Variations in facilitation styles, problem quality, and student readiness can impact outcomes.
  • Assessment Challenges: Assessing student performance in PBL can be complex. Traditional assessment methods may not align well with the process-oriented, problem-solving nature of PBL.

In conclusion, PBL is a pedagogical method that holds promise in fostering critical thinking, motivation, and collaborative skills among students. This innovative approach equips students with not only subject-specific knowledge but also valuable problem-solving skills and the ability to apply their learning in real-world contexts. However, it is not a one-size-fits-all approach, and its effectiveness depends on various factors, including the quality of problem design, tutors’ expertise, and institutional support.

 

REFERENCES

  1. Sandra Kemp, Constructivism and problem-based learning, Learning Academy
  2. Phillips, D. C. (1997). How, why, what, when and where: perspectives on constructivism in psychology and education. Issues in Education, 3(2), 151-194.
  3. Tan, O. S. (2000). Reflecting on innovating the academic architecture for the 21st century. Educational Developments, 1 (3). UK: SEDA
  4. Kolb, D. A. (1984). Experiential Learning: Experience as the Source of Learning and Development. Prentice-Hall.
  5. Marincovich, M. (2000). Problems and Promises in Problem-Based Learning. in O.S. Tan, P. Little, S.Y. Hee, and J. Conway, (Eds). Problem-Based Learning: Educational Innovation Across Disciplines. Singapore: Temasek Centre for Problem-based Learning.
  6. Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologist, 41(2), 75-86.
  7. Vernon, D. T., & Blake, R. L. (1993). Does problem-based learning work? A meta-analysis of evaluative research. Academic Medicine, 68(7), 550-563.
Publicerat

The Importance of Feedback or Self-reflection in the process of Problem- Based-Learning, by Maike Schneider

Problem-Based-Learning (PBL) is a teaching approach that originated as case-studies for medical students, to train the appliance of theoretical knowledge to real-world scenarios. Today, PBL is understood as a teaching strategy that relies on self-responsibility and group work, thereby opposing traditional teaching approaches, like, e.g., lectures. As such, PBL can be incorporated into a wide variety of academic areas. This method of teaching has three main goals: to facilitate learning (I), to provide students with a skillset that will allow them to find relevant information as life-long learners (II) and to develop social skills and group-work competence that will prove useful in their future working career (III) (1). One important cornerstone of PBL as a concept is constant evaluation in the form of a self-evaluation or feedback given by peers.

Different types of evaluation or feedback

Evaluation can be carried out in many different ways. For example, self-evaluation is a personal reflection of the own performance while peer-evaluation is the commenting on the performances of others in the group. This form of feedback is most often more accurate and truthful than the self- reflection, but it is also more complicated to give and receive with regard to interpersonal relationships (2,3). While the two first types of evaluation focus on an individual’s performance, group evaluations are used to assess the success of the group, as a whole, regarding learning but also group dynamics.

The effectiveness of evaluations can differ depending on multiple aspects. If there is a power imbalance between the person giving feedback and the person receiving (tutor to student or student to tutor) the feedback is regarded as asymmetric. For example, if the giver of the feedback has a higher status as the receiver the empathy of the giver can be diminished, which will ultimately lessen the quality of the feedback. In contrast to that we speak of symmetric feedback when the people who evaluate each other are on the same academic level (peers). It is a strength of the PBL setting, that peers are able to provide the more productive type of feedback, the symmetric feedback (1).

Is feedback always beneficial in group-learning-processes?

A study from 2013 wanted to address 3 research questions evaluating the effectiveness of midterm peer feedback in a PBL setting. The study focused on investigating if the quality of individual contributions increased after the midterm feedback (I), the effectiveness of feedback depends on whether the students are new to PBL or acquainted with the concept (II) and which points, do students think, can be improved (III). To answer these questions 87 first- and second-year students from Maastricht University performed a pre-test in the beginning of the term that would rate the quality of their PBL contributions, followed by an intervention in form of a midterm peer feedback and followed up by the same performance rating in the end of the term. This quantitative assessment of performance was complemented with a questionnaire that allowed for qualitative assessment of each individuals perception of peer feedback (4). Evaluating the data of the individual performance tests it was concluded that the feedback did not improve the performance of students that were already doing well in the pre-test. However, students with a poor rating in the pre-test profited from peer feedback and improved their contributions to the PBL group, which ultimately increases the quality of the PBL for the whole group. Unsurprisingly, students that were new to the PBL setting improved more than students of the second year as these are already comfortable in the setting of a PBL and so less susceptible for feedback or less willing to work on further improvements (4). One limitation of the study is that the peer feedback was given in written form. A pivotal part of receiving feedback is to completely understand what the other person means. The possibility of face- to-face discussion is crucial for feedback to be understood, accepted and heeded (3).

Another study brings forth the aspect of feedback tools not just being able to improve a groups cognitive performance but also the social interactions and satisfaction with the collaborative learning process (5). In this study the feedback tools “Rader” (peer feedback tool) and “Reflector” (self- evaluation) were used throughout the whole duration of the group project which could be superior to the one-time feedback approach the first study mentioned used. This could be a hint towards the importance of continuous evaluation throughout the whole process of a PBL semester.

Another possibility in which feedback can be elevating the quality of a PBL session is to evaluate not just the students but also the tutor’s performance. A study from 2017 found that peer coaching is an effective way to improve a tutor’s facilitation skillset. It was also observed that while self-evaluation after reviewing video footage can help to recognise bad behavioural patterns, peer feedback is required in most cases to actually improve the behaviour. Tutors claimed that a peer evaluation was benefiting them not just improving their approaches but also reassuring them in their work (6). A peer evaluation system for tutors can be a tool to improve the framework of a PBL to give the students the chance to profit most from a group learning approach.

Conclusion

Considering all points mentioned above one can conclude that using evaluations and feedback effectively is not an easy task. There are many different types of feedback and it is usually dependent on the situation but also on the personalities of the one giving and the one receiving the feedback, which type of evaluation is the most applicable (3). These circumstances could explain the results in studies which do not find any major improvements of group work performance after a feedback intervention. In a study from 2014 no enhancement of the quality of individual PBL contributions could be found after a one-time peer feedback intervention. However the authors proclaimed that just having 3 meetings after the intervention is probably too short of a time to establish new learning patterns and improvements in group interactions (7).

However, there is a lot of evidence to be found in the scientific literature that points to evaluation as a vital tool for improving group work performances (both intellectual and interpersonal). This is especially true when the right form of feedback is given with regard to the situation. It is also crucial to provide a professional environment, in which each group member feels comfortable giving and receiving feedback.

References

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