The Analysis of Problem-Based Learning for Adult Learners in Higher Institutions

Literature review
Why Is Problem-based Learning is Effective for Learners?
PBL can promote the development of critical thinking skills, problem-solving abilities, and communication skills. It can also provide opportunities for working in group's, finding and evaluating research materials, and life-long learning (Duch et al, 2001). The PBL approach has been adapted for use in a Business English class in Ritsumeikan Asia Pacific University (APU) located in Kyushu, Japan. The university consists of both domestic Japanese and international students. The general objective of the Business English course is to enable students to master Business English content. While the core problems will vary among disciplines, there are some characteristics of good PBL problems that transcend fields (Duch, Groh, and Allen, 2001): The problem must motivate students to seek out a deeper understanding of concepts. The problem should require students to make reasoned decisions and to defend them. The problem should incorporate the content objectives in such a way as to connect it to previous courses/knowledge. The PBL approach also emphasizes self and peer-assessment, communication and interpersonal skills (Boud, 1985). By the time, Biggs (2003) observes that PBL encourages deep learning as students learn for understanding and seek meaning, whereas the traditional teacher-centered approach promotes surface learning with little understanding.as learner. PBL also encourages collaborative learning among students. Group and small works are positively discussed and mentioned by Glaser (1991) argues that in small group work that ,the learner’s exposure to alternative points of view is a real challenge to initial understanding. In small group work, students evoke their problem-solving methods and conceptual knowledge. They express their ideas and share responsibility in managing problem situations.In the PBL approach, students work on groups projects, which form the platform for the students’ learning (Moesby, 2002).As students work on problems in small groups of four or five, their analysis and resolution results in the acquisition of knowledge and problem-solving skills (Wilkerson, 1996). Different views on a problem are observed, leading students to ask new questions. The group nature provides a platform for interpersonal and group dynamics to be developed. In PBL, new information is acquired through cooperative learning. Students are expected to learn from shared knowledge and accumulate expertise by their own study and research, just as real practitioners do.