Problem Based Learning use in Higher Education: A State University Faculty Study of Pbl

This research study analyzed the faculty perceptions of Problem Based Learning (PBL) at one state university campus. There has been an upsurge in student-centered pedagogies as empirical research has demonstrated the benefits of deeper learning, collaboration, and life skills. Empirical studies, in education identify PBL taught students as experiencing increased benefits in the following categories: collaboration skills, critical thinking, solution solving, deeper learning, creates life-long learners, problem solving skills, reflection skills, better retention, and learned 21st-century skills. The objectives of this study were to identify key predictors of perceived student learning associated with PBL pedagogy and the perceived barriers of utilizing PBL by the faculty. Additionally, this study examined whether there are demographic factors that predict the use of PBL. The study was conducted at University-X by surveying faculty of all the schools/colleges. The findings indicated the factors (learning, demographics, and barriers) all related to PBL deployment and sustainability at University-X. As indicated, 90.4% of the responding faculty expressed that PBL has a positive effect on student learning. Participants indicated there were barriers to using PBL. This study revealed an association between recent Professional Development (PD) and the use of PBL by the faculty. Reported recent PD activity is related to PBL adoption by the faculty. This study benefits researchers, administrators, and faculty on the use of PBL pedagogy in higher education and across all fields of education. This study can also benefit sociologists and psychologists on the factors that play in the decisions to utilize active learning programs.