Problem-based learning: an effective teaching strategy to improve learning outcomes in commercial law

Abstract

The convergence process towards the European Higher Education Area involves using new teaching methods that enable students to acquire the values, abilities, skills and competences required in the professional world. Today, the business world requires law graduates to be professionally competent in solving legal problems related to business organizations. In this context, this paper aims to reflect on reassessing the traditional learning methodology used in Commercial Law, and to analyze the usefulness and academic benefits that the inclusion of the Problem-Based Learning (PBL) teaching method could offer students. PBL is an instructional method whereby students learn through facilitated problem solving; where solving complex problems are central to students’ learning. Students collaborate in groups to identify what they need to learn so that in a coherent, integrated and focused way they can solve a well-formed problem that does not have only one correct answer. The strategy involves selfdirected learning so students can apply their acquired knowledge to the problem and demonstrate what they have learned to teachers. For this strategy to be effective, everyone changes their role: teachers do not provide knowledge, they only act as facilitators in the learning process, teaching effective problem-solving skills to active students with new motivations to learn. This study analyzes the various advantages that PBL has over the conventional and age-old routine teaching methods and looks at how it promotes the development of different skills and improves professional competences. PBL can provide future law graduates with the prior experience required, thereby overcoming the lack of synergy between the University and the business world.