What is it?
Problem-based learning is a teaching method in which students develop a deeper understanding of the subject matter by engaging with real-world problems. In addition to increasing student motivation, the process promotes the development of transversal competences relevant to entrepreneurship, such as critical thinking, problem solving, self-directed knowledge acquisition, teamwork and communication skills. The role of the teacher is to facilitate the students’ work and to make the learning outcomes visible.
UConn provides a good summary of the differences between traditional learning and Problem-based learning:
Note: A similar concept is Project-based learning, which is a more student-led and open approach. In project-based learning, students tend to work on open-ended projects with no predetermined solution, whereas in problem-based learning there is usually a specific answer to a question.
The Process
Maastricht University identifies seven steps in the problem-based learning process:
1. Discuss the case and make sure everyone understands the problem
2. Identify the questions that need to be answered to shed light on the case
3. Brainstorm what the group already knows and identify potential solutions
4. Analyse and structure the results of the brainstorming session
5. Formulate learning objectives for the knowledge that is still lacking
6. Do independent study, individually or in smaller groups: read articles or books, follow practicals or attend lectures to gain the required knowledge
7. Discuss the findings
How to use it in the ENDORSE course?
Problem-based learning can be used throughout the Endorse course, for example to
- Gain a deeper understanding of how to use a tool or concept.
- Relate theory to local reality.
- Delve deeper into a specific topic.
A number of initial ideas are included in the course outline. Many more real-world examples can be found in the entrepreneurship literature, for example, Paul Burns’ Entrepreneurship and Small Business.
The most important thing is to find an appropriate problem for the students to tackle. It should be relevant to the curriculum content, sufficiently complex (especially if organised as teamwork) and engaging.
Case studies are often a good choice. Mindtools offers a separate article describing this approach in more detail: Case Study-Based Learning.
Thanks to generative AI, it is easy to create cases that are tailored to specific contexts. For example, this is a prompt that could be used with ChatGPT, Gemini or any other AI tool:
Create an invented business model sketch that I can use in a university course for a problem-based learning exercise. It should be based on the idea of a cafe in Ventspils, a small town in Latvia. Base your training material on the business model canvas approach. Include in your output several strengths and weaknesses that can be analysed by the students.