This paper attempts to encourage research on problem-based learning (PBL) initiatives in computer science (CS) education. The author provides “a survey of topics for which a PBL approach has been adopted [in the past]”; analyzes the existing published research; and tries to identify the appropriate strategic approach “towards its adoption and validation.”
Section 1 is an introduction. In section 2, the literature review of PBL leads to the following conclusion: “PBL has been adopted successfully in medical education and its potential in other disciplines is being actively explored.” The author analyzes its use in CS education and tries “to identify a range of characteristics of the published research that would serve as suitable criteria for categorization ... purposes.”
The third section describes the methodology used in the review, and proposes a two-stage approach using the classification schema by Kinnunen et al. [1] and the application of additional questions to find the motivation.
Section 4, “Analysis,” covers categorization, motivation, evaluation, documentation, the levels at which PBL has been harnessed, and the topics being covered by the PBL approach in general.
The fifth and final section presents conclusions. The author suggests that “practitioners must adopt a more systematic approach towards ... adoption,” and must clearly define motivations, objectives, learning outcomes, and attributes.
The paper could be improved by comparing and acknowledging other instructional strategies, such as project-based learning and task-based learning, and determining whether they can be used in combination with PBL for particular courses in CS education. More research will be necessary before “an agreed approach to measuring and validating the effectiveness of PBL [can] be identified.” The overall conclusion is not fully supported or stated clearly enough to demonstrate the added value this analysis might offer, and its benefits to the field are not clear.