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ERIC Number: EJ1227874
Record Type: Journal
Publication Date: 2018-Aug
Pages: 7
Abstractor: As Provided
ISSN: ISSN-2473-3806
Alphabet Soup of Active Learning: Comparison of PBL, CBL, and TBL
Hopper, Mari K.
HAPS Educator, v22 n2 p144-149 Aug 2018
Faculty in higher education strive to prepare students who have mastered discipline specific content, are adept at using "soft skills" required in the workplace, and have the ability and motivation to pursue life-long learning. A variety of methods including problem, case, and team-based learning have been developed to achieve these outcomes. These three approaches have similar acronyms, share common elements, and have been vastly modified to achieve various outcomes. As a result, a great deal of confusion has arisen. The aim of this paper is to provide clarity by contrasting and comparing these three methods. Additionally, brief reports from the literature will be discussed, as well as guidance for use of each method. Faculty are encouraged to choose methods that are best suited to the characteristics of their students and their own personal skill-set and preferences. Furthermore, faculty are encouraged to follow best practice in establishing clear objectives, assessing outcomes, and sharing successes and failures through publication. This article contrasts and compares problem-based (PRL), case-based (CBL), and team-based learning (TBL).
Human Anatomy and Physiology Society. PO Box 2945, LeGrange, GA 30421. e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A