Some difficulties and challenges with using problems
Using problems in teaching certainly has its benefits. But the difficulties and challenges associated with it should not be underestimated. Teaching using problems represents a significant cultural change from more conventional forms of pedagogy where the staff member acts as a fountainhead of knowledge to one in which expertise is distributed. Staff and students can be apprehensive about this new method of working. It is crucial to ensure that staff members are committed to implementing this type of approach.
And in contrast to more conventional styles of direct instruction which represents an efficient means of conveying content, the amount of time it takes when using problems should not be underestimated. For students in particular, the use of problems can be both daunting and time-consuming depending on the nature and difficulty of the subject. For some, it can be such that it can be such that it can be very difficult to get started on a problem when they know absolutely nothing about the subject domain. A frequent concern of both students and staff when using problems is their concern about the potentially low levels of knowledge acquired and the inefficiency in learning. Indeed, this concern is validated by studies that have found traditional methods to be superior for teaching factual knowledge (Musal, Taskiran, and Kelson's 2003). Students further express concern over how they may not be learning the right material to pass the exam, especially if the method of assessment emphasizes traditional forms of examinations and multiple-choice questions and rely on the recall of information.
Another potential difficulty is that students may lack the skills for learning with problems leading to unproductive forms of interaction and engagement. The effective use of problems in teaching and learning presupposes motivated and self-regulated students. However, it is unlikely the case that all students are motivated and self-regulated to begin with. This highlights the circularity of the argument for the use of problems in teaching and raises questions about whether the use of problems is more appropriate for students of certain profiles as compared to others.
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