Direct Problem-Based Learning (DPBL) as a combination of direct instruction and problem-based learning

Design · All designs
Evidence · 4 claims (4 for) · 2 studies (1 causal, 1 quant-synthesis), q2 · 0 of 2 report an effect size · 4 claims rest on one study

Description

The article defines DPBL as a hybrid teaching approach: "The DPBL approach is a combination of DIA and PBL approach". It draws on direct instruction characteristics (face-to-face delivery, deliberate sequencing, small groups) and problem-based learning characteristics (student-centred, real-world ill-structured problems, teacher as facilitator, groups no larger than nine). In this study DPBL was paired with multimedia learning and implemented with groups of four to six members presenting work reports.

Design Implications

Context

Requirements

• Small groups of four to six students
• Teacher acting as facilitator rather than only delivering content

Constraints

• Applied here to a single abstract technical subject, Computer Networks

Target Learners

• University students in computer science-related departments

Learning Goals

• Problem-solving skills, creative thinking, teamwork, and subject knowledge

Claims

• Students showed a more positive response toward the DPBL teaching approach than toward direct instruction [+M]
• Students perceive DPBL tasks as providing ownership, autonomy, and flexibility [+W]
• Students reported lower difficulty in the DPBL approach than in the direct instruction approach [+M]
• DPBL students scored higher than direct instruction students on knowledge, creative thinking, and teamwork in a Computer Networks course [+M]

Related Designs

• Direct Problem-Based Learning (DPBL) integrated model
• Three-phase DPBL lesson sequence: introduction and identification, application and solution, evaluation and conclusion
• PBL teaching model as defined by Kinkade: small-group, case-based learning with hypotheses and out-of-class objectives

Examples

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Key Sources

• Winarno, S., Muthu, K. S., & Ling, L. S. (2018). Students’ feedback of mdpbl approach and the learning impact towards computer networks teaching and learning. International Journal of Educational Methodology, 4(1), 37-43. https://doi.org/10.12973/ijem.4.1.37

Page metadata

Field	Value
type	design
id	dpbl-combines-direct-instruction-and-pbl
title	Direct Problem-Based Learning (DPBL) as a combination of direct instruction and problem-based learning
description	The article defines DPBL as a hybrid teaching approach: "The DPBL approach is a combination of DIA and PBL approach".
status	review
generated	by process:settle-candidates on 2026-11-03
trust	unverified — no one has confirmed this page's content
sources	1 — winarno-2018

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