Solving problems with group work in problem-based learning: hold on to thephilosophy

Introduction Problem-based learning (PBL) has gained a foothold within many schools in higher education as a response to the problems faced within tra ditional education. Discussion Working with PBL tutorial groups is assumed to have positive eff ects on student learning. Several studies provide empirical evidence that P BL stimulates cognitive effects and leads to restructuring of knowledge and enhanced intrinsic interest in the subject matter. However, staff members do not always experience the positive effects of group work which they had hoped for. When confronted with problems in group work, such as students wh o only maintain an appearance of being actively involved and students who l et others do the work, teachers all too often implement solutions which can be characterized as teacher-directed rather than student-directed. Teacher s tend to choose solutions which are familiar from their own experience dur ing professional training, i.e. using the teacher-directed model. These sol utions are not effective in improving group work and the negative experienc es persist. Conclusion It is argued that teachers should hold on to the underlying educ ational philosophy when solving problems arising from group work in PBL, by choosing actions which are consistent with the student-directed view of ed ucation in PBL.