Changing student learning focus in natural resource management education - Problems (and some solutions) with using problem based learning

Despite Ramsden's plea that students complain about too much lecturing, and he highlights lecturers' failure to encourage active, independent learning, students have indicated to us that often they would rather be lectured to than participate in independent learning. Therefore the use of PBL is fraught with implementation problems if students are not prepared to carry out independent learning outside class time.

In our experience, additional difficulties associated with the use of PBL relate to the three key areas listed below:

1. The "fuzzy" nature of the PBL problem - students often feel uncomfortable in being presented with "messy" ill defined problems. They would prefer to be given "black and white" problems with prescriptive answers rather than trying to "solve" open ended, fuzzy problems with no "right" answer. Hence, to successfully implement problem based learning into class activities and curricula, there needs to be a shift in student thinking. Students need to shift their focus from believing that mastery of content is their major goal in attending university to viewing knowledge acquisition and proficiency as a process and not just a product of learning.

2. The nature of the problem solving skills required - a range of problem solving skills or tools (eg. critical thinking, strategic planning) must also be taught (or developed) as part of PBL exercises. Without the concurrent development of these skills students can feel ill equipped to deal with the substantive PBL task before them. When, how, and if to introduce and teach these skills within the PBL context in a non-directive manner provides certain challenges for teachers.

3. The nature of the group/team skills required - most PBL exercises are conducted within student groups or teams. Thus students must develop team skills and perspectives in order to successfully undertake the PBL exercise. Some of these skills and perspectives are relatively tangible such as skills relating to communication, conflict resolution, leadership and group facilitation. Others are attitudinal or behavioural, such as, empathising behaviours on the part of team members. Teachers must decide to what extent should these team skills be taught and to what extent should they be part of the action learning process inherent within the PBL exercise.