Technology and Problem‐based Learning

Citation

Brandt, D.S. (2006), "Technology and Problem‐based Learning", Online Information Review, Vol. 30 No. 6, pp. 757-758. https://doi.org/10.1108/14684520610716324

It is worth noting at the outset that the use of “technology” in the title relates to a discipline context, not technology applications or software. The authors are from the computing, engineering and technology fields, and thus their examples are, for the most, grounded in those discipline (there is one interesting contribution from a psychological perspective). The authors state that the purpose of the book is to help “educators who may be considering introducing PBL and need to know what it involves, its benefits, and the practical details of how to implement”. And the authors deliver on this promise.

The text is a solid and thoroughly researched introduction to PBL and includes many cases, examples and testimonials. The first three chapters compare and contrast “traditional teaching” with “cognitive learning” as part of the background on what PBL is and how it fits into the landscape of education. It then sets forth with detailed chapters discussing the instructor's and student's roles, how to develop problems and the tutorial process, assessment and the “e‐learning technology” context. It concludes with chapters covering curriculum issues and lessons learned/tips. It includes a postscript on expectations, change management and adaptation, as well as a list of Internet resources and a full case study. Each chapter includes a wealth of references to many, if not most, of the big names and articles in the field, and there is a glossary as well.

The authors deliver at every level of this work. The first 65 pages provide quite a comprehensive overview (with well over 100 references). The chapter entitled “The tutor's role” is very clear and thorough, describing the commitment and responsibilities needed to be successful. The chapter which deals with the student's role is aptly titled “Preparing students for PBL”, as it looks at proactively setting the stage for them to succeed. The chapter on “Developing problems/triggers” looks short at first glance, but the seven‐step process is well supplemented with six detailed examples appended to it. “Assessment”, although it hits on several aspects, could have benefited from more detailed examples throughout the chapter. “Lessons learned and tips” was filled with many useful and practical examples and details. One very minor point: as a librarian, I was surprised that they mentioned information literacy, even though there was not much on it. Overall, this is a solid and worthwhile contribution to the field.