In problem-based learning, which component represents the role of students in shaping their learning experience?

In problem-based learning, the concept of "Student as stakeholder" effectively captures the role of students in shaping their learning experience. When students are viewed as stakeholders, they are engaged in the learning process as active participants rather than passive recipients of information. This engagement allows them to take ownership of their learning by making choices about the problems they tackle, how they approach those problems, and how they work collaboratively with their peers. This component empowers students to bring their unique perspectives, interests, and creativity into the learning environment, which can lead to deeper understanding and enhanced motivation.

The other components, while relevant to the overall structure of problem-based learning, do not directly embody the active role of students in shaping their educational journey. Ill-structured problems provide frameworks for inquiry but do not focus on student agency. Mentorship opportunities can support learning but are gifts from the instructional team rather than manifestations of student initiative. Structured lessons can provide organization in learning activities but do not inherently allow for student input or influence. Hence, being recognized as a stakeholder is essential to enhancing the learning experience in a problem-based setting.