Self-Regulated Learning in PBL

Self-motivation stems from our brain's ability to choose what matters most.

This week’s journal reading reflected on self-regulated learning in both problem- and project-based learning methods. The article, written by Mary C. English and Anastasia Kitsantas was informative and made some intuitive observations regarding this style of learning. Project-based learning, as stated in the article, is “an extended inquiry process structured around complex, authentic (real-life) questions and carefully designed products and tasks” (English and Kitsanas, 2013, pg. 130). It incorporates doing with learning, basing a learner’s comprehension of the material on their ability to synthesize and expound upon the knowledge acquired by creating artifacts reflecting their level of comprehension.

English and Kitsanas outline the learning challenges facing PBL environments within the article. They refer to both project- and problem- based pedagogical approaches as PBL to simplify the process of explanation and proceed to list issues such as a lack of motivation to study and negative attitude towards PBL as some of the most common roadblocks identified by educators. They also forge a three-phased theoretical relationship between PBL and Self-Regulated Learning, SRL: Project Launch (Phase One), Guided Inquiry and Product/Solution Creation (Phase Two), and Project/Problem Conclusion (Phase Three). The three phases of PBL coincide with the three processes of SRL necessary to succeed in PBL. By focusing on each phase-process affiliation, they suggest a “dynamic, reciprocal relationship” between the two (English and Kitsanas, 2013, pg.134) that provides educators with a framework to better incorporate PBL and enhance SRL.

In each of the three phases, the authors give examples of fostering SRL within learners to better promote PBL. Some examples include implementing launcher activities in Phase One such as watching a movie and then discussing the scientific methods behind the plot line, using dry-erase boards in Phase Two for brainstorming, and using role-playing and group presentations in Phase Three.

The authors suggest the need for better assessment tools to promote SRL in each phase of PBL, such as using the microanalytic method whereby the learner is asked “context-specific questions…while engaging in a task” (English and Kitsanas, 2013, pg. 145). This method allows for real-time observation of motivators and though-processes associated with each phase of the PBL-SRL model. They imply that collecting data in this way can provide insight on self-reflection and performance of students in problem- and project-based learning environments, which in turn can help facilitate self-regulated learning.