A) Making content knowledge visible to learners

B) Making teachers’ thinking visible to learners

C) Making learners’ thinking visible to themselves, their peers, and the teacher.

Problem – based learning focuses on all the above – mentioned challenges. PBL process embraces / incorporates progressive active learning, learner – centred approach and the use of metacognition and self –regulation in the context of real world or simulated complex problems. It is a pedagogy based on constructivism in which realistic problems are used in conjunction with the design of a learning environment where inquiry activities, self – directed learning, information mining, dialogue and collaborative problem solving are incorporated (Tan, 2004a). PBL has certain characteristics as following (Tan 2003, 2005).

I) Use of real – world problem as the starting point of learning, which calls for multiple perspectives.

Ii) Self – directed learning is primary.

Iii) The problem calls for identification of learning needs and new areas of learning.

Iv) Harnessing of a variety of knowledge sources and the use and evaluation of information resources are essential PBL processes.

V) Learning is collaborative, communicative and cooperative.

Vi) Development of inquiry and problem – solving skills is as important as content knowledge acquisition for the solution of the problem.

Vii) PBL tutor facilitates and coaches through questioning and cognitive coaching.

Viii) Closure in the PBL process includes synthesis and integration of learning and concludes with an evaluation and review of the learner’s experience and the learning processes.

Research in PBL approaches found that students trained in PBL were more likely to use versatile and meaningful approaches to studying, compared to non – PBL students (Major and Palmer, 2001). PBL create an intrinsic interest and enhance self – directed learning skills (Morrison, 2004). By reflecting upon prior learning, students are able to analyze and synthesize the contextual information, acquire further knowledge and assimilate it into their existing knowledge base (Nelson et al., 2004).

Recent, research on student-centred learning and its pedagogical implications revealed that good teaching should be understood not as a set of performance skills which may only be opportunistically related to students’ extant conceptualizations, but as the locus through which students confront their own epistemic beliefs also. In addition to this, teaching practices at higher education must focus explicitly on the difficult issue of what counts as evidence in order to boost students’ reasoning ability/process. Thus, if student-centred learning is to grow, students need to be socialized to ask genuine questions and to rely on themselves and their peers as resources in solving the problems they identify. Therefore, pedagogical approaches which support this kind of endeavour, must determine / appraise the extent to which student – centred discussion activities or hands – on learning activities are purposefully / intentionally included in the pedagogical practices of teachers who genuinely subscribe to a constructivist view of learning (Maclellan & Soden, 2004). In addition to this research and theory into cognitive load and technology – enhanced learning suggests that complex information environments may well impose a barrier on student learning. However, teachers have the capacity to mitigate against cognitive load through the way they prepare and support students engaging with complex information environments. Thus, learning is enhanced when integrating pedagogies are employed to mitigate against high–load information environments (Bahr & Bahr, 2009). This suggests that a mature policy framework for ICTs in education needs to be considered for the development of pedagogical practices as well as professional competencies to effectively design and integrate technologies for learning. Of course, this enhanced teaching practice or professional competency is dependent upon teachers problematizing the ways and contexts in which they learn and make sense of that practice. In this knowledge – based society self study and lifelong learning have been strongly advocated as the cornerstone of effective professional practice (Clarke & Erickson, 2007), and instrumental in strengthening the relationship between teaching and learning irrespective of developmental stages and levels of education.

Conclusion: -

From the above discussion, it can be concluded that insightful, flexible, inventive, and breakthrough thinking develops best when people are immersed in solving a problem over an extended period of time. The pedagogy of PBL helps to make visible or explicit the thinking as well as the richness of the cognitive structuring and the processes involved. Moreover, in order to boost the technology enhanced student–centred learning, teachers should genuinely subscribe to a constructive view of learning by intentionally incorporating various student-centred discussion/participatory activities and an optimum level of ICT based hands-on learning activities in pedagogical practices. At last, but not the least our teachers have to constantly engage themselves in self-study and life-long learning in order to achieve professional competency and academic excellence.

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