One of the major challenges currently facing learning providers is how best to assess learning when information is everywhere and students can just Google test answers. This obviously challenges reporting on the return of investment for the purchaser and compromises a valuable evaluation of the learning experience. Encarnacion et al. found that appropriate assessments are crucial ingredients for an effective online learning environment. No big surprise then, that the focus should not be on preventing students from going to Google for answers but allowing for the integration of what they find. The question is how?

Problem based learning

Seibert proposes the technique of problem based learning (‘PBL’) as a means to encourage both critical thinking and engagement in students. Application of prior knowledge and opportunities for collaboration with fellow students in a cohort can form the basis of a successful PBL experience. Seibert conceptualises PBL as the inclusion of “structured scenarios” which, when presented to the student, catalyses “exploration of resources and self-directed information seeking”. 

PBL is not a new concept, and has been used extensively in traditional learning environments for years. Suparman et al found PBL to be very successful in terms of giving students valuable skills. In terms of application, PBL makes use of small collaborative groups and asynchronous deadlines or independent study – both lead the student to discover real-world value within their learning content. When utilised correctly, PBL takes the learner from their comfort zone and confronts them with real issues, putting them in a position wherein they must rely on the application of knowledge rather than simply regurgitate it. 

Maatuk et al highlight how instructor-led teaching often falls short in the digital space as a result of the absence of face-to-face interaction. To counter this, in a PBL system, the use of  facilitators at some point of the learning journey is encouraged. According to Seibert, facilitators can be seen as coaches, whose main role is to encourage reflection and integration. Good digital design will take students through this experience online – providing students with the opportunity to reflect on and integrate what they have learnt.

So far, PBL has been described as an instrument which allows the learner to critically engage with the knowledge they are able to find in the online space, both within their content and wherever they may choose to Google. Their knowledge universe if fine – the challenge is to apply it!