Tradition is meant to evolve, not necessarily remove. Contrary to traditional educational practices, wherein the power is instructor-centered requires a transformational effect on former traditional educational practices of learning itself, the instructors’ role, and on the learner’s disposition towards learning. Taking a step-back from traditional lecture to a non-traditional, informal view of learning; problem-based learning beings with establishing a foundation that is authentic and meaningful within the learning community, so that students realize they have the greater responsibility for their own learning. Utilizing problem-based learning approaches requires a transition from the traditional model of learning, so "relearning" and "revaluing" the learning process is vital before reshaping a student's perception of their learning process.
I believe this form of learning provides students with creative, flexible, and imaginary licenses as it pertains to their discipline or subject to engage in activities or work that encourages a greater depth of reasoning, critical thinking, and creativity, which is optimal to learning. The process is semi-sructured, but still provides learners with an abundance of opportunities to be engaged, interact, self-monitor, increase self-efficacy, and autonomy in their learning. This learning environment creates depth learning in which entails creativity and non-traditional instructional strategies to impact and influence approaches to cognitive responses, social development, communication skills and potential opportunities that learners can not only transfer applied knowledge to real situations, but produce and construct their own knowledge in novel environments, so learning goes beyond the book and the learning community. Learners are empowered, so the power differential becomes almost concealed, thus making the student the expert in which creates confidence to take risks, make mistakes, and ask or seek help for clarification.