How Is PBCL Different?

PBCL builds upon preexisting instructional methodologies with which it shares many features. Among the most significant similarities are:

• Students are actively engaged in creating their own collaborative learning experiences.
• Concepts and skills are learned within the context of their real-world applications.

Considerable research suggests, however, that these features are necessary but not sufficient for improved student learning. So to help students more fully achieve the potential of earlier instructional methodologies, the PBCL approach adds two differentiating features:

• PBCL includes a structural framework, the PBCL Cycle, upon which instructors can build their curricula.
  
  

  The structural framework improves student learning by providing a clear road map for the learning process. Instructors using the PBCL Cycle ensure that students make consistent progress as they navigate the otherwise loosely structured inquiry-based experience. The PBCL Cycle also provides valuable guidance and support to instructors, especially those who are relatively new to classroom leadership.

• PBCL requires that a current business situation be used to place the learning in context.
  
  

  This "real-time" aspect of the PBCL approach heightens the recognition that there are no pre-determined "correct" answers in most authentic business scenarios, but rather messy situations with multiple perspectives on the issues. It also increases the motivation and engagement of all stakeholders since the learners have the potential to have an observable and measurable impact on the business.