A Reflection on Problem-Based Learning and Blended Learning

I am completing the first week of a new course on Technology-Based Learning Environments. As part of the first week’s assignments, we were asked to read Savery & Duffy’s article on problem based learning as well as to find our own article on the instructional design of an online/blended environment. As I read through the other students posts, I found another article that I found interesting by Dalsgaard & Godsk on transforming traditional lectures into problem-based learning. With our school district piloting the use of a blended learning environment in two classes, I found these articles to be beneficial as I wrap my mind around this learning format. This post is my reflection on each of these articles.

Savory & Duffy (2001) are proponents of problem-based blended learning because they feel that this model allows for constructivist learning to occur. Constructivists believe that students learn through interactions with their environment to construct new meaning to questions that they have. As these question arise, students can collaborate together to find the answers and construct new meaning. When a problem-based learning (PBL) instructional design is implemented, it fits right into this theory. As I read through the article, I reflected back on a class that I was fortunate to observe last school year.  One of our Junior English teachers, James Ivey, had his students participate in a problem-based learning environment for the final six weeks of the school year. I observed what Savory & Duffy established as necessities for a problem-based learning environment to be successful. Students were presented a problem of how to create a lesson plan for teaching a novel. Students formed small groups and each group selected their own novel. Students worked together in and out of class to create their lesson plan. Each group then worked on a presentation to present to district administrators to pitch their lesson plan. The teacher acted as facilitator of the project and would give feedback at scheduled checkpoints as well as during class time. Savory & Duffy concluded that a problem-based learning environment allows students to take ownership of their own learning. This is exactly what I observed in Mr. Ivey’s classes.

Francis & Shannon (2013) also propose that a blended learning environment where face-to-face learning infused with online components is a best practice teaching style. However, for this change to take place, pedagogies must shift from the traditional classroom where the teacher is the owner of all knowledge, to a classroom where the students take control of their own learning. For this change to take place, adequate professional development and support must be established to reduce teacher fears of this change. Additionally, for students to be successful in a blended learning environment, they must receive authentic feedback to keep them engaged in their learning. When the teacher facilitates the learning by continuing to guide students with probing questions and constructive feedback, student satisfaction increases. I look forward to working with teachers to begin to transform their classrooms into a blended learning environment.

In reading the third article by Dalsgaard & Godsk (2007), I found that their description of transforming traditional courses to a blended learning environment was tight in line with the other two articles I read. They also believed that a blended approach aligns perfectly with the constructivist model where students create new meaning to questions posed. However, they did propose that there can be challenges in making this transformation. In a blended environment, students are presented with a problem with an open-ended solution. The challenge is to create support materials that allow for open ended solutions.  Another challenge is changing the roles of the student and the teacher. Even as I observed Mr. Ivey’s classes, I could see that this is a difficult switch for both parties. Students are used to the teacher just giving them the answers. Students must be taught how their role is changed and that they have the opportunity to search for answers in a way that the teacher may not have thought about. Additionally, the teacher must accept their new role and continue to lead by asking probing questions and facilitate by providing constructive feedback. Addressing these challenges will help produce a successful blended environment where students take control of their own learning.

References

Dalsgaard, C., & Godsk, M. (2007). Transforming traditional lectures into problem‐based blended learning: challenges and experiences. Open Learning, 22(1), 29-42.

Francis, R., & Shannon, S. J. (2013). Engaging with blended learning to improve students’ learning outcomes. European Journal of Engineering Education, 38(4), 359-369.

Savery, J. R., & Duffy, T. M. (2001). Problem based learning: An instructional model and its constructivist framework. CRLT Technical Report No. 16-01.