Nada H. DabbaghDavid H. JonassenHsiu-Ping YuehMarina Samouilova2025-11-242025-11-242000-090898-5952https://scholars.lib.ntu.edu.tw/handle/123456789/734002Although there are numerous instructional models or learning environments that use problems today (e.g., case-based learning, action learning, goal-based scenario, problem-based learning, and project-based learning), problem-based learning (PBL) is the most extensive and complex in “putting the problem to use.” PBL is defined as “the learning that results from the process of working toward the understanding or resolution of a problem.” This case study examines the application of PBL to the teaching of introductory instructional design. Implementation of the PBL process in the classroom and implications on instruction and learning are discussed. The argument made is that instructional design (ISD) is a dynamic process of problem under standing and problem solution, and therefore ISD is an ill-structured problem-solving process defined by the context of the problem, the knowledge and skills of the instructional designer, and the quality of available resources. This suggests that ISD instruction should focus more on the problem attributes and not on the generality of the systems approach model with its context-free rules. The results of this case study demonstrate that students in a PBL environment acquired the necessary skills of ISD through direct experience and interaction. The results also demonstrate that students who have experienced PBL are more likely to become self-directed learners and be better skilled in group learning than students who receive instruction using a more prescriptive approach.en[SDGs]SDG4journal article10.1111/j.1937-8327.2000.tb00176.x