Skip to content

Three-phase DPBL lesson sequence: introduction and identification, application and solution, evaluation and conclusion

Design · All designs
Evidence · no claims cited

Description

The DPBL classroom pattern organises a lesson into three phases. In Phase 1 the lecturer introduces the lesson, divides students into small groups, presents theory and the problem, and monitors group discussion. In Phase 2 "The groups define the real world problem and final solution" and search and synthesise related data while the lecturer provides advice. In Phase 3 groups present their work reports and "The lecturer explains and summarises the concepts and then closes the lesson."

Design Implications

Context

Requirements

  • Small groups of five to six members with explained roles and work criteria
  • Lecturer monitoring of group activities and provision of advice and suggestions

Constraints

Target Learners

  • undergraduate students in higher education

Learning Goals

  • problem-solving
  • creative thinking
  • teamwork

Claims

Examples

-

Key Sources

  • Winarno, S., Muthu, K. S., & Ling, L. S. (2017). Direct Problem-Based Learning (DPBL): A Framework for Integrating Direct Instruction and Problem-Based Learning Approach. International Education Studies, 11(1). https://doi.org/10.5539/ies.v11n1p119
Page metadata
Field Value
type design
id dpbl-three-phase-lesson-sequence
title Three-phase DPBL lesson sequence: introduction and identification, application and solution, evaluation and conclusion
description The DPBL classroom pattern organises a lesson into three phases.
status review
generated by process:settle-candidates on 2026-11-02
trust unverified — no one has confirmed this page's content
sources 1 — winarno-et-al-2017

Frontmatter is the page's machine-readable record — see the Schema & Guide.