This is my understanding of PBL and RBL:

Problem-Based Learning (PBL):

Research-Based Learning (RBL):

 Thank you!

Best wishes

Sundar

Interesting question, and there are many who don't see much difference in both approaches. Our university strives to be a research-based organisation as well, so I am keen on getting some ideas from peers, too.

My thoughts come from Barbara Phillips, who identified closely related but nevertheless different steps in both learning processes.

PBL:

1. a problem, often hypothetical, is posed by the instructor

2. students decide what they need to learn in order to address the problem

3. they go to textbooks and other sources to acquire knowledge of the areas that have relevance to the problem, and

4. they apply what they have learned to that particular problem.

RBL (Barbara calls it inquiry-based learning):

1. the student explores a subject or theme and chooses a specific focus for research,

2. a central research question for inquiry is formulated,

3. the student develops a plan of research, based on critical questioning and the attempt to anticipate findings, and

4. these research findings are brought to bear on the central question.

This is my understanding of PBL and RBL:

Problem-Based Learning (PBL):

Research-Based Learning (RBL):

 Thank you!

Best wishes

Sundar

Problem-based Learning studies problems posed by the instructor. In Research-based Learning, the students are given some research assignments which involves reading of some latest survey papers.

First I should say that I am not a specialist in education technology or scientific fields like that, therefore my answer purely reflects my personal opinion and experience. I do not really understand how problem based learning which in turn means examination based learning would help students to become efficient specialists in their field of study. Teaching someone to overcome specific problems which are throughly selected for teaching purposes would not help him/her to solve true scientific problems that they would encounter after graduation. If we are trying to train human machines that only could pass exams with good results and gain proper GPA, then maybe problem based learning is the case, but if we are trying to train creative scientists, I do not think this startegy would have much to share. I do strongly believe that this is the main problem in academia throughout the world. We do not know how to handle creativity through problem based learning. The worst part is that most universities encourage problem based learning outcomes so blindly, like there is no other way around. For example most of them try to select their applicants through the ill posed mechanism of setting minimum GPA requirements which in turn not only does not solve this problem but makes its' side effects more severe.

I do not mean that research based learning and evaluation is the ultimate response to these problems, but I think it is a better approach from many perspectives. It is a better way for understanding true scientific problems, it is not a dictated way of learning but instead it is one of the best ways for learning strategic thinking for overcoming scientific problems, it is mostly based on researchers' own creativity and finally it is the best way to teach collaboration and how to share ideas through teamwork. 

Well, No research without cause (problem). Even at the research-based university. In this case the main problem is the decrease of student Information about a specific point, and the main goal (problem solving) of such research would be to increase student knowledge.

If you teach and carry out research in a learning culture that is still rooted in knowing by heart (as it is here in Thailand), you are very glad to see students start out with problem-based learning and try to solve problems creatively. This holds even more if we consider secondary education and its advancement towards self-determined and creative thinking.

Therefore, I'm not inclined to choose between problem and research based learning, rather I welcome both as long as the process supports thinkers that are less reliant on their teachers.

Dear @Dony, as You have got some good answers, I will be free to recommend one more thread that is related to Your thread.

Also, I would like to recommend you some papers that You have asked for!

https://www.researchgate.net/post/What_are_the_different_ways_of_learning1?_sg=YK5aaHZrLMPHjl8iPrJrByW5kr9h7XYy%2BJZtC2yEiHWuJPgFVGiZgxEj46gqF5eB_ABPY935kHWN2tw%2BRZaNhsbu9k9tsOXx1OgNi8nI80q3zwEJhyveY0lshOjevuE4T_qMMQ9WNhm%2FnpL80mZz7FROtvOYjnRq1sh39%2Bk%2FwTzzcjL1OJZNM0cmu9VezjlQU%2F&_tpcectx=search

Article Enhancing critical analysis and problem-solving skills in un...

Article Implementing a new approach in teaching and learning (proble...

Article A comparison of problem-based learning and conventional teac...

@Michael, Gain Knowledge is the first step toward self-determined and creative thinking, in order to know how to deal with research problems in the future.

To give a specific answer, please allow me to give a "simple" example from industrial chemistry:

Calcuim oxide (CaO) is an important chemical. Millions of tons of  this compound are produced annually. You, as instructor, will tell the students that there are problems associated with the production of this chemical in a theoretical course called, e.g., Special Topics in Industrial Chemistry. The students are asked to identify these problems by survey of the literature in libraries & in websites and then they submit an assignment that will be examined.This approach is problem-based learning.

In research-based learning, student(s) is/are told that the current production method, of CaO by calcination of CaCO3 by the heat-driven reaction CaCO3 --> CaO + CO2, is problematic. You are given the task of trying to improve the existing method or finding an alternative method for production. Of course, the student(s) will learn why it is problematic & a project  will be carried out to find out improved or alternative method with materials & equipment. A report or may be a thesis will be submitted & examined.

Problem-based learning is very popular in teachign of medicine in the UK. In this context, it is usually unrelated to research.

Problem-based learning is very popular in teachign of medicine in the UK. In this context, it is usually unrelated to research.

Thank you @michael and @sundarapandian for detail differentiation of both ways. I do agree to embrace pbl and rbl in the same way as @michael but i need clear distinction to derived it to curriculum and syllabus.

Thanks for fruitfull link of reading as usuall Prof.Jacic. Couldn't agree more than your answer @jeanan. Thanks also for practical and detail example @Dr.Nizar.

Interesting view from @babak as pbl is being use blindly but not changing of assesment and creativity factor.

Thanks Prof. Huajiang surely pbl is being use largely in medicine but how about RBL Does it also can be apply in medic.

 It has been my experience that research based learning involves students using substantive evidence to support their logic and reasoning. To accomplish this, students also learn to implement information literacy and critical analysis skills. Students in a research based learning environment learn how to construct and analyze annotated bibliographies, write literature reviews, and conduct their own studies.

Research based learning is very conductive when we teach courses for doctorate-level students. Professors give some survey papers or some papers written at a readable style making use of some latest research technique and give a mini-project or term-paper work to the students, and they are expected to give a brief presentation also on what they have learned in an interactive session. When I taught a course on "Applied Numerical Linear Algebra", a PhD student named Xiyan Dong (good student) even suggested some "improvements" for a paper written by a great expert in the field. RBL is very beneficial for doctorate-level students and also M.S. students.

Best wishes

Sundar

I think that Research-Based Learning is an optimal base for Problem-based learning in Medicine. The second often applies the principles of the first. And this interaction leads to the best result.

Dear Ierardi Enzo - I fully agree with you. Research-Based Learning follows logically Problem-Based Learning. Both are useful Learning Practices for students and researchers. We promote both!

-Sundar

I thing that there is no substantial difference. Research is essentially "problem solving". Thus a propose the "Moore Method" 

A Quick-Start Guide to the Moore Method

http://legacyrlmoore.org/reference/quick_start-3.pdf

Moore-method teaching has been associated with pedagogies including discovery-based, inquiry-based, student-centered, Socratic, and constructivist, yet it is not encompassed by these. The majority of a Moore-method mathematics course will consist of students’ presentations of solutions they produce independently from material provided by the instructor

Some say that the only possible effect of the Moore method is to produce research mathematicians — but I don't agree. The Moore method is, I am convinced, the right way to teach anything and everything — it produces students who can understand and use what they have learned. It does, to be sure, instill the research attitude in the student — the attitude of questioning everything and wanting to learn answers actively — but that's a good thing in every human endeavor, not only in mathematical research. — Paul R. Halmos Santa Clara University -

http://www.maa.org/publications/ebooks/the-moore-method

Both types are problem solving. In one side an applied research is looking for immediate answer or impact solution, on the other hand, research based is the accumulation of hypotheses toward solving long term the problem, Moseley theatrical,.   

Thank you Prof. Van limburg for your fruitfull ppt and doc sharing on RDE , RDE is very interesting idea as it more to educate and emphasize on research product or process that student motivated and have positive attitude toward it.

Thank you Prof. Costas, interesting new knowledge as its moore method is father of contructivism ,pbl and rbl.

I learn more on teaching learning methods all the way.

Prof. Hashem surely we can use both of them but as prof. Rob said it require students to have information literacy and critical analysis skills.

I think research based learning is inclusive of problem based learning (PBL). There may be some differences in the chosen topic though with research probably allowing greater flexibility and PBL allowing more structure as facilitated by the instructor. PBL is widely used in schools and in tertiary education whereas research is more suited to the latter. When used in schools/younger students, we need to be aware of factors like cognitive load management, where in students should be able to master germane loads and get a hang of basic content knowledge before they can handle more complex problems independently. Thus, the critical challenges have to be designed appropriately. 

Research based

The students have the opportunity to create their own meaning of knowledge,

and their learning scaffolded through supervision by their Supervisor.

Problem based

students to engage in self -directed, life -long learning while concomitantly contributing to the production of integrated knowledge

I agree with Monica Bhattacharjee that Research-Based-Learning is inclusive of Problem-Based-Learning! I also highlighted this in my first answer. Thank you!

Thank you Prof. Dasapta and Ms.Monica, Great example very fruitful to have your answer.