The use of a mobile assistant learning system for health education based on project-based learning.

Science.gov (United States)

Wu, Ting-Ting

2014-10-01

With the development of mobile devices and wireless technology, mobile technology has gradually infiltrated nursing practice courses to facilitate instruction. Mobile devices save manpower and reduce errors while enhancing nursing students' professional knowledge and skills. To achieve teaching objectives and address the drawbacks of traditional education, this study presents a mobile assistant learning system to help nursing students prepare health education materials. The proposed system is based on a project-based learning strategy to assist nursing students with internalizing professional knowledge and developing critical thinking skills. Experimental results show that the proposed mobile system and project-based learning strategy can promote learning effectiveness and efficiency. Most nursing students and nursing educators showed positive attitudes toward this mobile learning system and looked forward to using it again in related courses in the future.

MEMECAHKAN MASALAH GEOGRAFI MELALUI PROBLEM BASED LEARNING

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Sujiono Sujiono

2018-01-01

Full Text Available This study aims to determine the effect of Problem Based Learning model on geography problem-solving sklills. This research model is quasi experiment with non-equivalent control group design. The subjects of the study were the students of XI IPS SMA Negeri 1 Pulau Laut Timur, academic year 2016/2017. The assessment instrument is an essay test based on an indicator of problem solving skills, ie (1 identifying problems; (2 formulate the problem; (3 finding alternative solutions; (4 choose alternative solutions; and (5 make conclusions. Data analysis using independent sample t-test model with 5% significance level. The results showed that there is an influence of PBL model on geography problem-solving sklills. The geography problem-solving skills of experimental class with PBL model is higher than control class with conventional model. Suggestion given, that is to make a plan of learning well and doing learning PBL on outdoor study.   Keywords Problem Based Learning, problem-solving skills, geography   http://dx.doi.org/10.17977/um022v2i22017p072

Applied CAL on Problem Based Learning Using Gagne’s Instructional Design

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Sri Sundari Purbohadi

2014-10-01

Full Text Available Abstract— In the Problem-Based Learning (PBL model, students are expected to study independently. One of the methods that can improve the ability or skill of learners is using Computer Assisted Learning (CAL. Implementation of CAL in PBL should be able to create Self-Directed Learning (SDL culture through appropriate instructional design and interesting modules. In this paper, the CAL software is developed using multimedia learning principles, convenient appearance, and user-friendly navigation. The CAL’s learning content is designed using Gagne's instructional design. The experiment proved the CAL was able to give effect size 0.89 and developed self-directed learning culture. From the interviews, students were very glad and interested to use the CAL modules because they can learn anytime and can reach the course objectives without a lecturer.

Integrating Web-Based Technology to Assist and Enhance Instruction, Assessment,and Application of Problem-Based Learning for Manual Therapy Techniques Used in Athletic Training and Sports Medicine

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Todd Botto

2006-06-01

Full Text Available As students of the 21st century enter into higher education, faculty's pedagogical styles and delivery methods must evolve to address the rapidly changing needs and skills of the students and society. One such method is through the use of web-based course management delivery systems and interactive software. Web-based interactive course management tools are relatively new educational phenomena. In the therapeutic and rehabilitative exercise curriculums this powerful new instrument may be utilized to enhance cognitive comprehension of basic theories, definitions, and applications. In addition, this web-based interactive tool may also function as a virtual assistant for the learning and mastery of various psychomotor skills necessary in the clinic. Incorporating and utilizing the various computer technologies, allows for the necessary foundational cognitive building outside the traditional classroom while creating a more inclusive environment inside the classroom for a deeper and richer problem-based learning exercise. In the rehabilitation settings it is not only important that the student understands the material but that they also develop the necessary critical thinking skills for appropriate application of the theoretical knowledge. It has been shown that incorporating problem-based learning into a curriculum is an effective way to improve an individual's critical thinking skills. In the model careful planning and implementation was needed to develop an interactive web-based instrument that serves all students in the class regardless of their learning style or rate of comprehension.

Beyond Problem-Based Learning: Using Dynamic PBL in Chemistry

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Overton, Tina L.; Randles, Christopher A.

2015-01-01

This paper describes the development and implementation of a novel pedagogy, dynamic problem-based learning. The pedagogy utilises real-world problems that evolve throughout the problem-based learning activity and provide students with choice and different data sets. This new dynamic problem-based learning approach was utilised to teach…

Java problem-based learning

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Goran P, Šimić

2012-01-01

Full Text Available The paper describes the self-directed problem-based learning system (PBL named Java PBL. The expert module is the kernel of Java PBL. It involves a specific domain model, a problem generator and a solution generator. The overall system architecture is represented in the paper. Java PBL can act as the stand-alone system, but it is also designed to provide support to learning management systems (LMSs. This is provided by a modular design of the system. An LMS can offer the declarative knowledge only. Java PBL offers the procedural knowledge and the progress of the learner programming skills. The free navigation, unlimited numbers of problems and recommendations represent the main pedagogical strategies and tactics implemented into the system.

Incorporating Problem-Based Learning in Physical Education Teacher Education

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Hushman, Glenn; Napper-Owen, Gloria

2011-01-01

Problem-based learning (PBL) is an educational method that identifies a problem as a context for student learning. Critical-thinking skills, deductive reasoning, knowledge, and behaviors are developed as students learn how theory can be applied to practical settings. Problem-based learning encourages self-direction, lifelong learning, and sharing…

Students’ Mathematical Problem-Solving Abilities Through The Application of Learning Models Problem Based Learning

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Nasution, M. L.; Yerizon, Y.; Gusmiyanti, R.

2018-04-01

One of the purpose mathematic learning is to develop problem solving abilities. Problem solving is obtained through experience in questioning non-routine. Improving students’ mathematical problem-solving abilities required an appropriate strategy in learning activities one of them is models problem based learning (PBL). Thus, the purpose of this research is to determine whether the problem solving abilities of mathematical students’ who learn to use PBL better than on the ability of students’ mathematical problem solving by applying conventional learning. This research included quasi experiment with static group design and population is students class XI MIA SMAN 1 Lubuk Alung. Class experiment in the class XI MIA 5 and class control in the class XI MIA 6. The instrument of final test students’ mathematical problem solving used essay form. The result of data final test in analyzed with t-test. The result is students’ mathematical problem solving abilities with PBL better then on the ability of students’ mathematical problem solving by applying conventional learning. It’s seen from the high percentage achieved by the group of students who learn to use PBL for each indicator of students’ mathematical problem solving.

EFFECT OF PROBLEM BASED LEARNING IN COMPARISION WITH LECTURE BASED LEARNING IN FORENSIC MEDICINE

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Padmakumar

2015-09-01

Full Text Available BACKGROUND: Problem based learning (PBL is an approach to learning and instruction in which students tackle problems in small groups under the supervision of a teacher. This style of learning assumed to foster increased retention of knowledge, improve student’s gene ral problem solving skills, enhance integration of basic science concepts in to clinical problems, foster the development of self - directed learning skills and strengthen student’s intrinsic motivation. AIM: The study was conducted to compare the effect of Problem based learning in comparison with lecture based learning. SETTING: A cross - sectional study was conducted among 2nd year MBBS students of Jubilee Mission Medical College and Research Institute, Thrissur during the period of December 2014 to March 20 15. METHODOLOGY: The batch is divided into two groups (A & B, 45 in each group. By using PBL method, blunt force injuries were taught to Group - A and sharp weapon injuries to group - B. By using lecture based learning (LBL method blunt force injuries were t aught to Group - B and sharp weapon injuries to group - A. At the end of the session a test in the form of MCQ was conducted on the students to evaluate their learning outcome. OBSERVATION AND RESU LTS: In session I, the average test score of LBL group was 8.16 and PBL group was 12. The difference was statistically significant. In session - II also 45 students has participated each in LBL and PBL classes. The average of test score of LBL group was 7.267 and PBL was 11.289, which was highly significant statistical ly . CONCLUSION: Study has proven that problem based learning is an effective teaching learning method when compared to conventional lecture based learning.

eLearning techniques supporting problem based learning in clinical simulation.

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Docherty, Charles; Hoy, Derek; Topp, Helena; Trinder, Kathryn

2005-08-01

This paper details the results of the first phase of a project using eLearning to support students' learning within a simulated environment. The locus was a purpose built clinical simulation laboratory (CSL) where the School's philosophy of problem based learning (PBL) was challenged through lecturers using traditional teaching methods. a student-centred, problem based approach to the acquisition of clinical skills that used high quality learning objects embedded within web pages, substituting for lecturers providing instruction and demonstration. This encouraged student nurses to explore, analyse and make decisions within the safety of a clinical simulation. Learning was facilitated through network communications and reflection on video performances of self and others. Evaluations were positive, students demonstrating increased satisfaction with PBL, improved performance in exams, and increased self-efficacy in the performance of nursing activities. These results indicate that eLearning techniques can help students acquire clinical skills in the safety of a simulated environment within the context of a problem based learning curriculum.

Achievement of learning outcome after implemented physical modules based on problem based learning

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Isna, R.; Masykuri, M.; Sukarmin

2018-03-01

Implementation of Problem BasedLearning (PBL) modules can grow the students' thinking skills to solve the problems in daily life and equip the students into higher education levels. The purpose of this research is to know the achievement of learning outcome after implementation physics module based on PBL in Newton,s Law of Gravity. This research method use the experimental method with posttest only group design. To know the achievement of student learning outcomes was analyzed using t test through application of SPSS 18. Based on research result, it is found that the average of student learning outcomes after appliying physics module based on PBL has reached the minimal exhaustiveness criteria. In addition, students' scientific attitudes also improved at each meeting. Presentation activities which contained at learning sync are also able to practice speaking skills and broaden their knowledge. Looking at some shortcomings during the study, it is suggested the issues raised into learning should be a problem close to the life of students so that, the students are more active and enthusiastic in following the learning of physics.

Facilitating Problem Framing in Project-Based Learning

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Svihla, Vanessa; Reeve, Richard

2016-01-01

While problem solving is a relatively well understood process, problem framing is less well understood, particularly with regard to supporting students to learn as they frame problems. Project-based learning classrooms are an ideal setting to investigate how teachers facilitate this process. Using participant observation, this study investigated…

Investigative Primary Science: A Problem-Based Learning Approach

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Etherington, Matthew B.

2011-01-01

This study reports on the success of using a problem-based learning approach (PBL) as a pedagogical mode of learning open inquiry science within a traditional four-year undergraduate elementary teacher education program. In 2010, a problem-based learning approach to teaching primary science replaced the traditional content driven syllabus. During…

Teaching Problem Based Learning as Blended Learning

DEFF Research Database (Denmark)

Kolbæk, Ditte; Nortvig, Anne-Mette

2018-01-01

Problem-based and project organized learning (PBL) was originally developed for collaboration between physically present students, but political decisions at many universities require that collaboration, dialogues, and other PBL activities take place online as well. With a theoretical point...... of departure in Dewey and a methodological point of departure in netnography, this study focuses on an online module at Aalborg University where teaching is based on PBL. With the research question ‘How can teachers design for PBL online,’ this study explores the teacher’s role in a six weeks’ blended learning...... program, and we present suggestions for designs for blended learning PBL based on case studies from two PBL courses...

GeoGebra Assist Discovery Learning Model for Problem Solving Ability and Attitude toward Mathematics

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Murni, V.; Sariyasa, S.; Ardana, I. M.

2017-09-01

This study aims to describe the effet of GeoGebra utilization in the discovery learning model on mathematical problem solving ability and students’ attitude toward mathematics. This research was quasi experimental and post-test only control group design was used in this study. The population in this study was 181 of students. The sampling technique used was cluster random sampling, so the sample in this study was 120 students divided into 4 classes, 2 classes for the experimental class and 2 classes for the control class. Data were analyzed by using one way MANOVA. The results of data analysis showed that the utilization of GeoGebra in discovery learning can lead to solving problems and attitudes towards mathematics are better. This is because the presentation of problems using geogebra can assist students in identifying and solving problems and attracting students’ interest because geogebra provides an immediate response process to students. The results of the research are the utilization of geogebra in the discovery learning can be applied in learning and teaching wider subject matter, beside subject matter in this study.

Managing the Gap between Curriculum Based and Problem Based Learning

DEFF Research Database (Denmark)

Bygholm, Ann; Buus, Lillian

2009-01-01

/or but rather both/and. In this paper we describe an approach to design and delivery of online courses in computer science which on the one hand is based on a specified curriculum and on the other hand gives room for different learning strategies, problem based learning being one of them. We discuss......Traditionally there has been a clear distinction between curriculum based and problem based approaches to accomplish learning. Preferred approaches depend of course on conviction, culture, traditions and also on the specific learning situation. We will argue that it is not a question of either...

Project- Based Learning and Problem-Based Learning: Are They Effective to Improve Student's Thinking Skills?

OpenAIRE

Anazifa, R. D; Djukri, D

2017-01-01

The study aims at finding (1) the effect of project-based learning and problem-based learning on student's creativity and critical thinking and (2) the difference effect of project-based learning and problem-based learning on student's creativity and critical thinking. This study is quasi experiment using non-equivalent control-group design. Research population of this study was all classes in eleventh grade of mathematics and natural science program of SMA N 1 Temanggung. The participants we...

Problem Based Learning - Linking Students and Industry

DEFF Research Database (Denmark)

Fink, Flemming K.

2006-01-01

WG2_G4 Problem based learning – linking students and industry: a case study from Aalborg, Denmark Flemming K. Flink ELITE Aalborg University In Aalborg University, Denmark, all study programmes are organised around inter-disciplinary project work in groups. Up to 50% of the study work is problem-...... is essentially problem solving. The presentation looks into on campus POPBL and the Facilitated Work Based Learning (FBL) for continuing education. It also presents case examples of POPBL work....

Problem based Learning versus Design Thinking in Team based Project work

DEFF Research Database (Denmark)

Denise J. Stokholm, Marianne

2014-01-01

project based learning issues, which has caused a need to describe and compare the two models; in specific the understandings, approaches and organization of learning in project work. The PBL model viewing the process as 3 separate project stages including; problem analysis, problem solving and project......All educations at Aalborg University has since 1974 been rooted in Problem Based Learning (PBL). In 1999 a new education in Industrial design was set up, introducing Design Based Learning (DBL). Even though the two approaches have a lot in common they also hold different understandings of core...... report, with focus on problem solving through analysis. Design Based Learning viewing the process as series of integrated design spaces including; alignment, research, mission, vision, concept, product and process report, with focus on innovative ideation though integration. There is a need of renewing...

Problem-based learning on quantitative analytical chemistry course

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Fitri, Noor

2017-12-01

This research applies problem-based learning method on chemical quantitative analytical chemistry, so called as "Analytical Chemistry II" course, especially related to essential oil analysis. The learning outcomes of this course include aspects of understanding of lectures, the skills of applying course materials, and the ability to identify, formulate and solve chemical analysis problems. The role of study groups is quite important in improving students' learning ability and in completing independent tasks and group tasks. Thus, students are not only aware of the basic concepts of Analytical Chemistry II, but also able to understand and apply analytical concepts that have been studied to solve given analytical chemistry problems, and have the attitude and ability to work together to solve the problems. Based on the learning outcome, it can be concluded that the problem-based learning method in Analytical Chemistry II course has been proven to improve students' knowledge, skill, ability and attitude. Students are not only skilled at solving problems in analytical chemistry especially in essential oil analysis in accordance with local genius of Chemistry Department, Universitas Islam Indonesia, but also have skilled work with computer program and able to understand material and problem in English.

Learning Tools for Knowledge Nomads: Using Personal Digital Assistants (PDAs) in Web-based Learning Environments.

Science.gov (United States)

Loh, Christian Sebastian

2001-01-01

Examines how mobile computers, or personal digital assistants (PDAs), can be used in a Web-based learning environment. Topics include wireless networks on college campuses; online learning; Web-based learning technologies; synchronous and asynchronous communication via the Web; content resources; Web connections; and collaborative learning. (LRW)

Using Problem-Based Learning in Accounting

Science.gov (United States)

Hansen, James D.

2006-01-01

In this article, the author describes the process of writing a problem-based learning (PBL) problem and shows how a typical end-of-chapter accounting problem can be converted to a PBL problem. PBL uses complex, real-world problems to motivate students to identify and research the concepts and principles they need to know to solve these problems.…

Impact of problem-based learning in a large classroom setting: student perception and problem-solving skills.

Science.gov (United States)

Klegeris, Andis; Hurren, Heather

2011-12-01

Problem-based learning (PBL) can be described as a learning environment where the problem drives the learning. This technique usually involves learning in small groups, which are supervised by tutors. It is becoming evident that PBL in a small-group setting has a robust positive effect on student learning and skills, including better problem-solving skills and an increase in overall motivation. However, very little research has been done on the educational benefits of PBL in a large classroom setting. Here, we describe a PBL approach (using tutorless groups) that was introduced as a supplement to standard didactic lectures in University of British Columbia Okanagan undergraduate biochemistry classes consisting of 45-85 students. PBL was chosen as an effective method to assist students in learning biochemical and physiological processes. By monitoring student attendance and using informal and formal surveys, we demonstrated that PBL has a significant positive impact on student motivation to attend and participate in the course work. Student responses indicated that PBL is superior to traditional lecture format with regard to the understanding of course content and retention of information. We also demonstrated that student problem-solving skills are significantly improved, but additional controlled studies are needed to determine how much PBL exercises contribute to this improvement. These preliminary data indicated several positive outcomes of using PBL in a large classroom setting, although further studies aimed at assessing student learning are needed to further justify implementation of this technique in courses delivered to large undergraduate classes.

ICT-Supported Problem-Based Learning: Possibilities of Applying Problem-Based Learning from Primary School to Higher Education

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Czékmán Balázs

2016-06-01

Full Text Available Problem Based Learning was originally created for medical students to better diagnose new illnesses; this methodology can be used in almost all the fields of education. Teachers can teach by appealing to students’ natural instincts to create, and they can improve the students’ performance in different disciplines. So, we can say that it is an easy way of the acquisition and integration of new knowledge. While the content and structure of PBL courses may differ, the general goals and learning objectives tend to be similar. It begins with the assumption that learning is an active, integrated, and constructive process influenced by social and contextual factors. The task of our paper is to show how Problem-Based Learning can be used from primary to university level education in teaching different subjects.

Managing the Complexity of Design Problems through Studio-Based Learning

Science.gov (United States)

Cennamo, Katherine; Brandt, Carol; Scott, Brigitte; Douglas, Sarah; McGrath, Margarita; Reimer, Yolanda; Vernon, Mitzi

2011-01-01

The ill-structured nature of design problems makes them particularly challenging for problem-based learning. Studio-based learning (SBL), however, has much in common with problem-based learning and indeed has a long history of use in teaching students to solve design problems. The purpose of this ethnographic study of an industrial design class,…

The effect of discovery learning and problem-based learning on middle school students’ self-regulated learning

Science.gov (United States)

Miatun, A.; Muntazhimah

2018-01-01

The aim of this research was to determine the effect of learning models on mathematics achievement viewed from student’s self-regulated learning. The learning model compared were discovery learning and problem-based learning. The population was all students at the grade VIII of Junior High School in Boyolali regency. The samples were students of SMPN 4 Boyolali, SMPN 6 Boyolali, and SMPN 4 Mojosongo. The instruments used were mathematics achievement tests and self-regulated learning questionnaire. The data were analyzed using unbalanced two-ways Anova. The conclusion was as follows: (1) discovery learning gives better achievement than problem-based learning. (2) Achievement of students who have high self-regulated learning was better than students who have medium and low self-regulated learning. (3) For discovery learning, achievement of students who have high self-regulated learning was better than students who have medium and low self-regulated learning. For problem-based learning, students who have high and medium self-regulated learning have the same achievement. (4) For students who have high self-regulated learning, discovery learning gives better achievement than problem-based learning. Students who have medium and low self-regulated learning, both learning models give the same achievement.

What students learn in problem-based learning: a process analysis

NARCIS (Netherlands)

E.H.J. Yew (Elaine); H.G. Schmidt (Henk)

2012-01-01

textabstractThis study aimed to provide an account of how learning takes place in problem-based learning (PBL), and to identify the relationships between the learning-oriented activities of students with their learning outcomes. First, the verbal interactions and computer resources studied by nine

The LEONARDO-DA-VINCI pilot project "e-learning-assistant" - Situation-based learning in nursing education.

Science.gov (United States)

Pfefferle, Petra Ina; Van den Stock, Etienne; Nauerth, Annette

2010-07-01

E-learning will play an important role in the training portfolio of students in higher and vocational education. Within the LEONARDO-DA-VINCI action programme transnational pilot projects were funded by the European Union, which aimed to improve the usage and quality of e-learning tools in education and professional training. The overall aim of the LEONARDO-DA-VINCI pilot project "e-learning-assistant" was to create new didactical and technical e-learning tools for Europe-wide use in nursing education. Based on a new situation-oriented learning approach, nursing teachers enrolled in the project were instructed to adapt, develop and implement e- and blended learning units. According to the training contents nursing modules were developed by teachers from partner institutions, implemented in the project centers and evaluated by students. The user-package "e-learning-assistant" as a product of the project includes two teacher training units, the authoring tool "synapse" to create situation-based e-learning units, a student's learning platform containing blended learning modules in nursing and an open sourced web-based communication centre. Copyright 2009 Elsevier Ltd. All rights reserved.

EFFECT OF PROBLEM BASED LEARNING AND MODEL CRITICAL THINKING ABILITY TO PROBLEM SOLVING SKILLS

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Unita S. Zuliani Nasution

2016-12-01

Full Text Available The purposes of this research were to analyze the different between physic resolving problem ability by using problem based learning model and direct instruction model, the different of physic resolving problem ability between the students that have critical thinking ability upper the average and the students that have critical thinking ability under the average, and the interaction of problem based learning model toward critical thinking ability and students’ physic resolving problem ability. This research was quasy experimental research that use critical thinking ability tests and physic resolving problem ability tests as the instruments. Result of the research showed that the students’ physic resolving problem ability by using problem based learning model was better than by using direct instruction model, students’ physic resolving problem ability and critical thinking ability upper the average showed better different and result than students’ critical thinking ability under the average, besides there was an interaction between problem based learning model and critical thinking ability in improving students’ physic resolving problem ability.

Problem-Based Educational Game Becomes Student-Centered Learning Environment

Science.gov (United States)

Rodkroh, Pornpimon; Suwannatthachote, Praweenya; Kaemkate, Wannee

2013-01-01

Problem-based educational games are able to provide a fun and motivating environment for teaching and learning of certain subjects. However, most educational game models do not address the learning elements of problem-based educational games. This study aims to synthesize and to propose the important elements to facilitate the learning process and…

How to Enhance Interdisciplinary Competence--Interdisciplinary Problem-Based Learning versus Interdisciplinary Project-Based Learning

Science.gov (United States)

Brassler, Mirjam; Dettmers, Jan

2017-01-01

Interdisciplinary competence is important in academia for both employability and sustainable development. However, to date, there are no specific interdisciplinary education models and, naturally, no empirical studies to assess them. Since problem-based learning (PBL) and project-based learning (PjBL) are learning approaches that emphasize…

Problem-based and project-oriented learning

DEFF Research Database (Denmark)

Blaabjerg, Frede; Teodorescu, Remus; Chen, Zhe

2005-01-01

. Generally, the content of the curriculum should be more expanded without extra study time. This paper presents a teaching approach, which makes it possible very fast for the students to obtain in-depth skills into new research areas, and this method is the problem-oriented and project-based learning....... In this paper the necessary skills for power electronic engineers are outlined that is followed up by a description on how the problem-oriented and project-based learning are implemented. A complete curriculum in power electronics and drives at Aalborg University is presented where different power electronics...... related projects at different study levels also are presented....

The Use of Open-Ended Problem-Based Learning Scenarios in an Interdisciplinary Biotechnology Class: Evaluation of a Problem-Based Learning Course Across Three Years

Directory of Open Access Journals (Sweden)

Todd R. Steck

2012-02-01

Full Text Available Use of open-ended Problem-Based Learning (PBL in biology classrooms has been limited by the difficulty in designing problem scenarios such that the content learned in a course can be predicted and controlled, the lack of familiarity of this method of instruction by faculty, and the difficulty in assessment. Here we present the results of a study in which we developed a team-based interdisciplinary course that combined the fields of biology and civil engineering across three years. We used PBL scenarios as the only learning tool, wrote the problem scenarios, and developed the means to assess these courses and the results of that assessment. Our data indicates that PBL changed students’ perception of their learning in content knowledge and promoted a change in students’ learning styles. Although no  statistically significant improvement in problem-solving skills and critical thinking skills was observed, students reported substantial changes in their problem-based learning strategies and critical thinking skills.

Scaffolding Problem-Based Learning with CSCL Tools

Science.gov (United States)

Lu, Jingyan; Lajoie, Susanne P.; Wiseman, Jeffrey

2010-01-01

Small-group medical problem-based learning (PBL) was a pioneering form of collaborative learning at the university level. It has traditionally been delivered in face-to-face text-based format. With the advancement of computer technology and progress in CSCL, educational researchers are now exploring how to design digitally-implemented scaffolding…

Problem-Based Learning in Social Work Education

DEFF Research Database (Denmark)

Monrad, Merete; Mølholt, Anne-Kirstine

2017-01-01

’ experiences of PBL. In this article we address this gap by exploring experiences of learning and learning preferences among master’s-level students in a Danish social work education setting where extensive problem-based project work is used. We find a discrepancy between students’ preferred learning and when...

Problem-Based Learning and Learning Approach: Is There a Relationship?

Science.gov (United States)

Groves, Michele

2005-01-01

Aim: To assess the influence of a graduate-entry PBL (problem-based learning) curriculum on individual learning style; and to investigate the relationship between learning style, academic achievement and clinical reasoning skill. Method: Subjects were first-year medical students completed the Study Process Questionnaire at the commencement, and…

Problem-based learning: Developing resilience in nursing students

Directory of Open Access Journals (Sweden)

Jih-Yuan Chen

2011-06-01

Full Text Available A society needs mature and confident nurse practitioners, who are able to think analytically and flexibly, recognize needs for further preparation, and willing to engage in self-development. Concern is raised regarding how educators will build the capacity of resilient students with a knowledge base and a minimum set of skills in responding to various issues and for engaging in self-reflection. Drawing on the framework of nursing competencies and global standards for the education of professional nurses, resilient students may contribute through their social competence, problem-solving ability, sense of purpose, and persistence in the process to achieve the goal of the project. Educators should know how to build the resilient attribute in students by encouraging them to engage in self-reflection. This article discusses four areas that help students build resilience from project-based learning of a small group: the impact of problem-based learning at clinical practice, project/problem-based learning, resilient nursing student, and developing nursing students’ resilience. Self-assessment to check the promoting skills for teaching in a problem-based learning program helps the faculty holding the empowerment to encourage or support the students to face the challenge within the small team.

Mapping Students Use of Technologies in Problem Based Learning Environments

DEFF Research Database (Denmark)

Rongbutsri, Nikorn; Khalid, Md. Saifuddin; Ryberg, Thomas

2011-01-01

This paper aims to understand how students use technology to enhance their learning in problem-based learning environments. The research methodology is based on both qualitative and quantitative studies. The results are based on students’ interviews, a survey and students’ reflections in course......-related blog posts; they show that students have positive perceptions toward using technologies in problem-based learning environments....

Deep and surface learning in problem-based learning: a review of the literature

NARCIS (Netherlands)

D.H.J.M. Dolmans (Diana); S.M.M. Loyens (Sofie); Marcq, H. (Hélène); D. Gijbels (David)

2016-01-01

textabstractIn problem-based learning (PBL), implemented worldwide, students learn by discussing professionally relevant problems enhancing application and integration of knowledge, which is assumed to encourage students towards a deep learning approach in which students are intrinsically interested

Deep and surface learning in problem-based learning: a review of the literature

NARCIS (Netherlands)

D.H.J.M. Dolmans (Diana); S.M.M. Loyens (Sofie); H. Marcq (Hélène); D. Gijbels (David)

2015-01-01

textabstractIn problem-based learning (PBL), implemented worldwide, students learn by discussing professionally relevant problems enhancing application and integration of knowledge, which is assumed to encourage students towards a deep learning approach in which students are intrinsically interested

Incorporating technology-based learning tools into teaching and learning of optimization problems

Science.gov (United States)

Yang, Irene

2014-07-01

The traditional approach of teaching optimization problems in calculus emphasizes more on teaching the students using analytical approach through a series of procedural steps. However, optimization normally involves problem solving in real life problems and most students fail to translate the problems into mathematic models and have difficulties to visualize the concept underlying. As an educator, it is essential to embed technology in suitable content areas to engage students in construction of meaningful learning by creating a technology-based learning environment. This paper presents the applications of technology-based learning tool in designing optimization learning activities with illustrative examples, as well as to address the challenges in the implementation of using technology in teaching and learning optimization. The suggestion activities in this paper allow flexibility for educator to modify their teaching strategy and apply technology to accommodate different level of studies for the topic of optimization. Hence, this provides great potential for a wide range of learners to enhance their understanding of the concept of optimization.

Developing a Blended Learning-Based Method for Problem-Solving in Capability Learning

Science.gov (United States)

Dwiyogo, Wasis D.

2018-01-01

The main objectives of the study were to develop and investigate the implementation of blended learning based method for problem-solving. Three experts were involved in the study and all three had stated that the model was ready to be applied in the classroom. The implementation of the blended learning-based design for problem-solving was…

Innovative teaching: Using multimedia in a problem-based learning environment

Directory of Open Access Journals (Sweden)

Mai Neo

2001-10-01

Full Text Available Presently, traditional educational approaches have resulted in a mismatch between what is taught to the students and what the industry needs. As such, many institutions are moving towards problem-based learning as a solution to producing graduates who are creative, can think critically and analytically, and are able to solve problems. In this paper, we focus on using multimedia technology as an innovative teaching and learning strategy in a problem-based learning environment by giving the students a multimedia project to train them in this skill set. The purpose of this project was to access the students’ skills in framing and solving problems using multimedia technologies. The students worked in groups and each group had to pick a topic for their project, develop, design and present it in a CD-ROM. They were then surveyed on their attitudes toward the project and their skills as a team. Results showed that the students were very positive toward the project, enjoyed teamwork, able to think critically and became active participants in their learning process. Therefore, multimedia-oriented projects, like many other problem-based learning solutions, can be used alternatively as an innovative and effective tool in a problem-based learning environment for the acquisition of problem-solving skills.

ICT in Problem- and Project-based Learning

DEFF Research Database (Denmark)

Andreasen, Lars Birch; Lerche Nielsen, Jørgen

2012-01-01

The paper discusses how teaching and learning practices at universities can implement new information technologies, inspired by the traditions of problem- and project-based learning. The changing roles in the teacher-student relationship, and students’ development of information literacy are disc...

Distance learning, problem based learning and dynamic knowledge networks.

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Giani, U; Martone, P

1998-06-01

This paper is an attempt to develop a distance learning model grounded upon a strict integration of problem based learning (PBL), dynamic knowledge networks (DKN) and web tools, such as hypermedia documents, synchronous and asynchronous communication facilities, etc. The main objective is to develop a theory of distance learning based upon the idea that learning is a highly dynamic cognitive process aimed at connecting different concepts in a network of mutually supporting concepts. Moreover, this process is supposed to be the result of a social interaction that has to be facilitated by the web. The model was tested by creating a virtual classroom of medical and nursing students and activating a learning session on the concept of knowledge representation in health sciences.

Effectiveness of problem-based learning among student nurses: A ...

African Journals Online (AJOL)

The purpose of this review is to analyze available literature from 2005 to 2012 on the effectiveness of problem based learning among the nursing students. Twenty articles that discussed problem based learning among nurses and those that discussed nursing with other allied health were included as meeting the criteria for ...

The Process, Dialogues, and Attitudes of Vocational Engineering High School Students in a Web Problem-Based Learning (WPBL) System

Science.gov (United States)

Tseng, Kuo-Hung; Chang, Chi-Cheng; Lou, Shi-Jer

2012-01-01

This study aims to explore how high school students collaboratively solve problems in a web problem-based learning (WPBL) system in an 8-week digital logic course using discourse analysis. Employing in-depth interviews, this study also investigated the students' attitudes toward the WPBL system. The number of teaching assistants' responses had a…

Developing and Evaluating Medical Humanities Problem-Based Learning Classes Facilitated by the Teaching Assistants Majored in the Liberal Arts

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Tseng, Fen-Yu; Shieh, Jeng-Yi; Kao, Tze-Wah; Wu, Chau-Chung; Chu, Tzong-Shinn; Chen, Yen-Yuan

2016-01-01

Abstract Although medical humanities courses taught by teachers from nonmedical backgrounds are not unusual now, few studies have compared the outcome of medical humanities courses facilitated by physicians to that by teaching assistants majored in the liberal arts. The objectives of this study were to (1) analyze the satisfaction of medical students with medical humanities problem-based learning (PBL) classes facilitated by nonmedical teaching assistants (TAF) majored in the liberal arts, and those facilitated by the attending physicians (APF) and (2) examine the satisfaction of medical students with clinical medicine-related and clinical medicine-unrelated medical humanities PBL classes. A total of 123 medical students, randomly assigned to 16 groups, participated in this study. There were 16 classes in the course: 8 of them were TAF classes; and the others were APF classes. Each week, each group rotated from 1 subject of the 16 subjects of PBL to another subject. All of the 16 groups went through all the 16 subjects in the 2013 spring semester. We examined the medical students’ satisfaction with each class, based on a rating score collected after each class was completed, using a scale from 0 (the lowest satisfaction) to 100 (the highest satisfaction). We also conducted multivariate linear regression analysis to examine the association between the independent variables and the students’ satisfaction. Medical students were more satisfied with the TAF (91.35 ± 7.75) medical humanities PBL classes than APF (90.40 ± 8.42) medical humanities PBL classes (P = 0.01). Moreover, medical students were more satisfied with the clinical medicine-unrelated topics (92.00 ± 7.10) than the clinical medicine-related topics (90.36 ± 7.99) in the medical humanities PBL course (P = 0.01). This medical humanities PBL course, including nonmedical subjects and topics, and nonmedical teaching assistants from the liberal arts as class facilitators, was

Role-playing in the problem-based learning class.

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Chan, Zenobia C Y

2012-01-01

Learning and teaching have been conceptualized and executed in many styles, such as self-learning, peer learning, and interaction between the learner and mentor. Today, openness to alternative ideas and embracing innovative approaches in nursing education are encouraged in order to meet students' learning interests and needs, and to address ever-changing healthcare requests. Problem-based learning has been widely adopted in nursing education, with various positive effects on students' learning, such as motivated learning, team work, problem-solving skills and critical thinking. Role-plays have been demonstrated as an effective learning strategy that includes an active and experiential feature that facilitates students' autonomy in their health-related learning. However, there is a lack of discussion of whether and how role-play can be used in problem-based learning (PBL). This paper shows the development of a classroom-based innovation using role-play in the PBL class for higher diploma year-one nurse students (a total of 20 students, five per group). This paper consists of five sections: a) the literature on PBL and nurse education, and role-plays as the innovation; b) the PBL case scenario with the illustration of the two role-play scripts, c) student evaluation on role-play in the PBL class; d) discussions on both achievements and limitations of this innovation, and e) the conclusion. It is hoped that this paper will be an example to other nurse educators who are keen on exploring interactive and student-driven learning and teaching strategies in the PBL class. Copyright © 2011 Elsevier Ltd. All rights reserved.

Problem-based Learning and Problem Finding Among University Graduate Students

OpenAIRE

Ankit, A, Ravankar; Shotaro, Imai; Michiyo, Shimamura; Go, Chiba; Taichi, Takasuka

2017-01-01

In recent years, problem-based learning (PBL) techniques have been gaining momentum in schools and university curricula around the world. The main advantage of the PBL method is that it promotes creative problem solving, improves cognition and enhances overall thought processes in learners. For most PBL-style programmes, problem solving is at the core, although the notion of problem discovery or problem finding is not seriously considered. In most cases, students are always presen...

Mobile Learning for Higher Education in Problem-Based Learning Environments

DEFF Research Database (Denmark)

Rongbutsri, Nikorn

2011-01-01

This paper describes the PhD project on Mobile Learning for Higher Education in Problem-Based Learning Environment which aims to understand how students gain benefit from using mobile devices in the aspect of project work collaboration. It demonstrates research questions, theoretical perspective...

Rethinking the lecture: the application of problem based learning methods to atypical contexts.

Science.gov (United States)

Rogal, Sonya M M; Snider, Paul D

2008-05-01

Problem based learning is a teaching and learning strategy that uses a problematic stimulus as a means of motivating and directing students to develop and acquire knowledge. Problem based learning is a strategy that is typically used with small groups attending a series of sessions. This article describes the principles of problem based learning and its application in atypical contexts; large groups attending discrete, stand-alone sessions. The principles of problem based learning are based on Socratic teaching, constructivism and group facilitation. To demonstrate the application of problem based learning in an atypical setting, this article focuses on the graduate nurse intake from a teaching hospital. The groups are relatively large and meet for single day sessions. The modified applications of problem based learning to meet the needs of atypical groups are described. This article contains a step by step guide of constructing a problem based learning package for large, single session groups. Nurse educators facing similar groups will find they can modify problem based learning to suit their teaching context.

Problem-Based Learning in Formal and Informal Learning Environments

Science.gov (United States)

Shimic, Goran; Jevremovic, Aleksandar

2012-01-01

Problem-based learning (PBL) is a student-centered instructional strategy in which students solve problems and reflect on their experiences. Different domains need different approaches in the design of PBL systems. Therefore, we present one case study in this article: A Java Programming PBL. The application is developed as an additional module for…

Differentiating case-based learning from problem-based learning after a twoday introductory workshop on case-based learning

Directory of Open Access Journals (Sweden)

Aqil Mohammad Daher

2017-12-01

Full Text Available Background Considerable overlap exists between case-based learning (CBL and problem-based learning (PBL and differentiating between the two can be difficult for a lot of the academicians. Aims This study gauged the ability of members of medical school, familiar with a problem-based learning (PBL curriculum, to differentiate between case-based learning (CBL and PBL after a two-day workshop on CBL. Methods A questionnaire was distributed to all participants, attending the introductory course on CBL. It was designed to document the basic characteristics of the respondents, their preference for either CBL or PBL, their ability to recognize differences between CBL and PBL, and their overall perception of the course. Results Of the total workshop participants, 80.5 per cent returned the completed questionnaire. The mean age of the respondents was 44.12±12.31 years and women made up a slight majority. Majority favoured CBL over PBL and felt it was more clinical, emphasizes on self-directed learning, provides more opportunities for learning, permits in-depth exploration of cases, has structured environment and encourages the use of all learning resources. On the respondents’ ability to discriminate CBL from PBL, a weighted score of 39.9 per cent indicated a failure on the part of the respondents to correctly identify differences between CBL and PBL. Less than half opined that CBL was a worthwhile progression from PBL and about third would recommend CBL over PBL. Conclusion It seems that majority of the respondents failed to adequately differentiate between CBL and PBL and didn’t favour CBL over PBL.

Development Of Entrepreneur Learning Model Based On Problem Based Learning To Increase Competency Independence And Creativity Students Of Industrial Engineering

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Leola Dewiyani

2017-10-01

Full Text Available Currently it is undeniable that the competition to get a job is very tight and of course universities have an important role in printing human resources that can compete globally not least with the Department of Industrial Engineering Faculty of Engineering Muhammadiyah University of Jakarta FT UMJ. Problems that occur is based on the analysis obtained from the track record of graduates researchers found that 60 percent of students of Industrial Engineering FT UMJ work not in accordance with the level of education owned so financially their income is still below the standard. This study aims to improve the competence of students of Industrial Engineering Department FT UMJ in entrepreneurship courses especially through the development of Problem Based Learning based learning model. Specific targets of this research were conducted with the aim to identify and analyze the need to implement learning model based on Problem Based Learning Entrepreneurship and to design and develop the model of entrepreneurship based on Problem Based Learning to improve the competence independence and creativity of Industrial Engineering students of FT UMJ in Entrepreneurship course. To achieve the above objectives this research uses research and development R amp D method. The product produced in this research is the detail of learning model of entrepreneurial model based on Problem Based Learning entrepreneurship model based on Problem Based Learning and international journals

Deep and Surface Learning in Problem-Based Learning: A Review of the Literature

Science.gov (United States)

Dolmans, Diana H. J. M.; Loyens, Sofie M. M.; Marcq, Hélène; Gijbels, David

2016-01-01

In problem-based learning (PBL), implemented worldwide, students learn by discussing professionally relevant problems enhancing application and integration of knowledge, which is assumed to encourage students towards a deep learning approach in which students are intrinsically interested and try to understand what is being studied. This review…

Creative Writing, Problem-Based Learning, and Game-Based Learning Principles

Science.gov (United States)

Trekles, Anastasia M.

2012-01-01

This paper examines how virtual worlds and other advanced social media can be married with problem-based learning to encourage creativity and critical thinking in the English/Language Arts classroom, particularly for middle school, high school, and undergraduate college education. Virtual world experiences such as "Second Life," Jumpstart.com, and…

Equine Assisted Psychotherapy: The Equine Assisted Growth and Learning Association's Model Overview of Equine-Based Modalities

Science.gov (United States)

Notgrass, Clayton G.; Pettinelli, J. Douglas

2015-01-01

This article describes the Equine Assisted Growth and Learning Association's (EAGALA) experiential model called "Equine Assisted Psychotherapy" (EAP). EAGALA's model is based on the Association for Experiential Education's (AEE) tenets and is focused on the learner's experience with horses. Drawing on the historical use of equines in the…

Keefektifan setting TPS dalam pendekatan discovery learning dan problem-based learning pada pembelajaran materi lingkaran SMP

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Rahmi Hidayati

2017-05-01

The purpose of this study was to describe the effectiveness of setting Think Pair Share (TPS in the approach to discovery learning and problem-based learning in terms of student achievement, mathematical communication skills, and interpersonal skills of the student.  This study was a quasi-experimental study using the pretest-posttest nonequivalent group design. The research population comprised all Year VIII students of SMP Negeri 1 Yogyakarta. The research sample was randomly selected from eight classes, two classes were elected. The instrument used in this study is the learning achievement test, a test of mathematical communication skills, and interpersonal skills student questionnaires. To test the effectiveness of setting Think Pair Share (TPS in the approach to discovery learning and problem-based learning, the one sample t-test was carried out. Then, to investigate the difference in effectiveness between the setting Think Pair Share (TPS in the approach to discovery learning and problem-based learning, the Multivariate Analysis of Variance (MANOVA was carried out. The research findings indicate that the setting TPS discovery approach to learning and problem-based approach to learning (PBL is effective in terms of learning achievement, mathematical communication skills, and interpersonal skills of the students. No difference in effectiveness between setting TPS discovery approach to learning and problem-based learning (PBL in terms of learning achievement, mathematical communication skills, and interpersonal skills of the students. Keywords: TPS setting in discovery learning approach, in problem-based learning, academic achievement, mathematical communication skills, and interpersonal skills of the student

An Educational Approach to Problem-based Learning

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Nan-Chieh Chen

2008-03-01

Full Text Available This paper provides an analysis of the educational framework of problem-based learning (PBL. As known and used, PBL finds its root in the Structuralism and Pragmatism schools of philosophy. In this paper, the three main requirements of PBL, namely learning by doing, learning in context, and focusing on the student, are discussed within the context of these two schools of thought. Given these attributes, PBL also seems ideally suited for use in learning bioethics.

Facilitators' perceptions of problem-based learning and community-based education

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Annali E Fichardt

2000-10-01

Full Text Available In 1997 the School for Nursing, University of the Orange Free State, changed from the traditional lecture method of teaching to problem-based learning and from a curative to a community-based approach. Lecturers from a traditional environment became facilitators and new skills such as listening, dialogue, negotiation, counselling and problemsolving were expected from them. Besides the role change, the environment changed from a structural classroom to an unstructured community. The aim of this research was to determine the perceptions and experiences of facilitators in problem-based learning and community-base education. *Please note: This is a reduced version of the abstract. Please refer to PDF for full text.

Integrating Problem-Based Learning and Simulation: Effects on Student Motivation and Life Skills.

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Roh, Young Sook; Kim, Sang Suk

2015-07-01

Previous research has suggested that a teaching strategy integrating problem-based learning and simulation may be superior to traditional lecture. The purpose of this study was to assess learner motivation and life skills before and after taking a course involving problem-based learning and simulation. The design used repeated measures with a convenience sample of 83 second-year nursing students who completed the integrated course. Data from a self-administered questionnaire measuring learner motivation and life skills were collected at pretest, post-problem-based learning, and post-simulation time points. Repeated-measures analysis of variance determined that the mean scores for total learner motivation (F=6.62, P=.003), communication (F=8.27, Plearning (F=4.45, P=.016) differed significantly between time points. Post hoc tests using the Bonferroni correction revealed that total learner motivation and total life skills significantly increased both from pretest to postsimulation and from post-problem-based learning test to postsimulation test. Subscales of learner motivation and life skills, intrinsic goal orientation, self-efficacy for learning and performance, problem-solving skills, and self-directed learning skills significantly increased both from pretest to postsimulation test and from post-problem-based learning test to post-simulation test. The results demonstrate that an integrating problem-based learning and simulation course elicits significant improvement in learner motivation and life skills. Simulation plus problem-based learning is more effective than problem-based learning alone at increasing intrinsic goal orientation, task value, self-efficacy for learning and performance, problem solving, and self-directed learning.

PENERAPAN BLENDED-PROBLEM BASED LEARNING DALAM PEMBELAJARAN BIOLOGI

Directory of Open Access Journals (Sweden)

Samuel Agus Triyanto

2016-07-01

Biologi abad 21 merupakan integrasi dan mengintegrasikan kembali sub disiplin ilmu biologi, serta integrasi biologi dengan disiplin ilmu lain untuk mengatasi permasalahan sosial. Penelitian ini bertujuan untuk mengetahui penerapan Blended-Problem Based Learning, aktivitas belajar, dan respon siswa dalam pembelajaran biologi. Penelitian ini merupakan penelitian survei dengan pendekatan deskriptif kualitatif. Data hasil penelitian menunjukkan bahwa aktivitas positif siswa dalam pembelajaran memuaskan, sedangkan respon siswa baik terhadap pembelajaran. Berdasarkan hasil penelitian, disimpulkan bahwa Blended-Problem Based Learning dapat diterapkan dan diterima sebagai model dalam pembelajaran.

Problem-based learning biotechnology courses in chemical engineering.

Science.gov (United States)

Glatz, Charles E; Gonzalez, Ramon; Huba, Mary E; Mallapragada, Surya K; Narasimhan, Balaji; Reilly, Peter J; Saunders, Kevin P; Shanks, Jacqueline V

2006-01-01

We have developed a series of upper undergraduate/graduate lecture and laboratory courses on biotechnological topics to supplement existing biochemical engineering, bioseparations, and biomedical engineering lecture courses. The laboratory courses are based on problem-based learning techniques, featuring two- and three-person teams, journaling, and performance rubrics for guidance and assessment. Participants initially have found them to be difficult, since they had little experience with problem-based learning. To increase enrollment, we are combining the laboratory courses into 2-credit groupings and allowing students to substitute one of them for the second of our 2-credit chemical engineering unit operations laboratory courses.

Creating Problem-Based Leadership Learning across the Curriculum

Science.gov (United States)

Thompson, Sara E.; Couto, Richard A.

2016-01-01

This chapter explores problem-based learning (PBL) as effective pedagogy to enhance leadership learning. Through institutional examples, research, and personal experiences, the authors provide a rationale for faculty and staff to utilize PBL across the curriculum.

Does Solving Insight-Based Problems Differ from Solving Learning-Based Problems? Some Evidence from an ERP Study

Science.gov (United States)

Leikin, Roza; Waisman, Ilana; Leikin, Mark

2016-01-01

We asked: "What are the similarities and differences in mathematical processing associated with solving learning-based and insight-based problems?" To answer this question, the ERP research procedure was employed with 69 male adolescent subjects who solved specially designed insight-based and learning-based tests. Solutions of…

Problem Based Learning in Engineering Education

DEFF Research Database (Denmark)

Dahms, Mona-Lisa; Sauerbier, Gabriele; Stubbe, Korinna

2006-01-01

This paper describes a recent EU-project from five European Institutions. The aim was the development and implementation of a new international Master’s programme for staff development, directed towards the introduction of Problem Based Learning methods in the field of engineering education...

Effect of Worksheet Scaffolds on Student Learning in Problem-Based Learning

Science.gov (United States)

Choo, Serene S. Y.; Rotgans, Jerome I.; Yew, Elaine H. J.; Schmidt, Henk G.

2011-01-01

The purpose of this study was to investigate the effect of worksheets as a scaffolding tool on students' learning achievement in a problem-based learning (PBL) environment. Seventeen PBL classes (N = 241) were randomly assigned to two experimental groups--one with a worksheet provided and the other without. Students' learning of the topic at hand…

Problem based learning approaches to the technology education of physical therapy students.

Science.gov (United States)

Castro-Sánchez, Adelaida M; Aguilar-Ferrándiz, María Encarnación M E; Matarán-Peñarrocha, Guillermo A Ga; Iglesias-Alonso, Alberto A; Fernández-Fernández, Maria Jesus M J; Moreno-Lorenzo, Carmen C

2012-01-01

Problem-Based Learning (PBL) is a whole-curriculum concept. This study aimed to compare learning preferences and strategies between physical therapy students taught by PBL and those receiving conventional lectures on massage therapy, trauma physical therapy, and electrotherapy, hydrotherapy, and thermotherapy. This quasi-experimental study included 182 male and female students on physical therapy diploma courses at three universities in Andalusia (Spain). The Canfield Learning Skills Inventory (CLSI) was used to assess learning strategies and the Approaches to Study Skills Inventory for Students (ASSIST) to analyze study preferences. At the end of the academic year 2009/10, physical therapy students taught by PBL considered the most important learning strategies to be group work, study organization, relationship of ideas, and academic results. In comparison to conventionally taught counterparts, they considered that PBL reduced lack of purpose, memorizing without relating, the law of minimum effort, and fear of failure. Among these PBL students, the most highly rated study preferences were: organization of course tasks, cordial interaction with the teacher, learning by reading and images, and direct hands-on experience. For these physical therapy students, PBL facilitates learning strategies and study preferences in comparison to conventional teaching.

Producing and scrounging during Problem Based Learning

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William L. Vickery

2013-08-01

Full Text Available When problem based learning occurs in a social context it is open to a common social behaviour, scrounging. In the animal behaviour literature, scroungers do not attempt to find resources themselves but rather exploit resources found by other group members (referred to as producers. We know from studies of animal behaviour (including humans that scrounging can be expected whenever animals exploit resources in groups. We also know that scrounging can have deleterious effects on the group. We can expect scrounging to occur during social learning because the exchange of information (which I will consider here as a resource is essential to social learning. This exchange can be seen as each individual scrounging from the other members of the group whenever the individual learns from the work of others. However, there is a danger if some individuals learn mostly through their own efforts while others indulge in “social loafing” relying heavily on colleagues to provide knowledge. Here I propose that game theory models developed to analyse feeding in animal societies may also apply to social learning. We know from studies of birds feeding in groups that scrounging behaviour depends on the extent to which resources can be shared. Further, when scrounging is prevalent groups tend to obtain fewer resources. By contrast, in social learning we attempt to facilitate sharing of knowledge. We thus encourage scrounging and run the risk of reducing learning within study groups. Here I analyse the role of scrounging in problem based learning. I argue that scrounging is inherent and necessary to any social learning process. However, it can have perverse effects if the acquisition of facts rather than understanding comes to dominate learning objectives. Further, disparities among individuals within a group can lead certain individuals to specialise in scrounging thus undermining the functioning of the group. I suggest that motivation, problem structure

A Problem Assisted Course Delivery for Occupational Health Students' Improved Learning: An Experience of Using Problems and Real Cases

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Seyedeh Negar Assadi

2016-05-01

Full Text Available Background and Purpose: Problem based medical education had been useful in education of medical sciences students. The objective is the determination of effects of problem based medical education on occupational health students' learning.Methods: This study was a semi-experimental study. By using the curriculum of Ministry of Health, occupational toxicology course had been taught based on a problem based plan for group A, then students' grades or data had been analyzed by SPSS 16, mean, standard deviation, t-test with P<0.05.Results: The total grade of occupational toxicology in group A (with problem based medical education was 18.03±1.84 and in group B (regular education, it was 17.60±1.72 with t=0.852 and P=0.398 had not significant differences. The specific lessons such as cadmium and allergic disorders were promoted and its mean grades were more in group A than B.Conclusions: Problem based medical education was helpful in learning of some chapters of occupational toxicology.Keywords: PROBLEM BASED MEDICAL EDUCATION, OCCUPATIONAL TOXICOLOGY, MEDICAL SCIENCES EDUCATION, OCCUPATIONAL HEALT

Problem-Based Learning in the Physical Science Classroom, K-12

Science.gov (United States)

McConnell, Tom J.; Parker, Joyce; Eberhardt, Janet

2018-01-01

"Problem-Based Learning in the Physical Science Classroom, K-12" will help your students truly understand concepts such as motion, energy, and magnetism in true-to-life contexts. The book offers a comprehensive description of why, how, and when to implement problem-based learning (PBL) in your curriculum. Its 14 developmentally…

Introducing problem-based learning (PBL) into a foundation ...

African Journals Online (AJOL)

second chance learners they cannot be taught by the same traditional methods that ... a shift from content coverage to problem engagement; from lecturing to coaching; and ..... Project on the effectiveness of Problem Based Learning (PBL).

PENINGKATAN KUALITAS PEMBELAJARAN PPKN MELALUI PENERAPAN PROBLEM BASED LEARNING DI SMP

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Y. Yuniwati

2016-12-01

Full Text Available Penelitian ini bertujuan untuk meningkatkan kualitas pembelajaran PPKn melalui penerapan model  Problem based learning di kelas VIII A semester 1 SMP Negeri 2 Manisrenggo Kabupaten Klaten tahun akademik 2014/2015. Penelitian ini merupakan penelitian tindakan kelas (classroom action research dengan desain Kemmis & Taggart yang dilaksanakan dalam III siklus. Jenis tindakan yang dilaksanakan adalah penerapan model Problem based learning dalam pembelajaran PPKn.  Langkah-langkah pembelajaran meliputi mengidentifikasi masalah, menggali sumber informasi yang relevan, belajar secara mandiri, menyelidiki dan menginterpretasi data yang terkumpul, memilih beberapa alternatif solusi masalah, dengan mempertimbangkan pendapat atau informasi dari kolabolator. Pengumpulan data dilakukan melalui observasi, tes tertulis, wawancara, dan catatan lapangan. Analisis data dilakukan secara kualitatif dengan teknik yang dikembangkan Miles dan Huberman. Hasil penelitian menunjukan bahwa penerapan model Problem based learning dapat meningkatkan kualitas pembelajaran PPKn pada aspek proses pembelajaran dan hasil belajar yang komprehensif (kognitif, afektif, dan psikomotorik.   THE IMPROVEMENT OF THE CIVIV EDUCATION LEARNING QUALITY THROUGH THE APPLICATION OF THE PROBLEM BASED–LEARNING  AT SMP Abstract This study aimed to improve the Civic Education learning quality through the application of the problem- based learning model at Grade VIII A of SMP Negeri 2 Manisrenggo in semester 1 of the 2014/2015 academic year. This was a classroom action research (CAR study employing the design by Kemmis & MacTaggart, carried out in three cycles. The action implemented was the application of the problembased learning model in the Civic Education learning. The learning steps included identifying problems, looking for relevant information sources, learning autonomously, investigating and interpreting the collected data, and selecting several alternative problem solutions by taking

The problem-based learning (PBL and health education.

Directory of Open Access Journals (Sweden)

Carine Moraes Vignochi

2009-05-01

Full Text Available The Problem-Based Learning (Problem-Based Learning - PBL has been recognized worldwide as an approach to promote the acquisition of knowledge by students at the same time that helps them develop skills and professional attitudes desirable. Unlike the conventional methods of teaching that use of application problems after the theory was presented, the PBL uses a problem to start, focus and motivate the learning of new concepts 13. In this approach, the student uses different mental processes, such as ability to raise hypotheses, compare, analyze, interpret, and evaluate and develop the ability to take responsibility for their education 11.12. The methodology of PBL has been a valuable tool in shaping the health care professional, with advantages over the traditional method of teaching. However, for its deployment there is a need for considerable institutional effort. Are necessary adjustments, including changes in the way of evaluation, for changes in mindset about the role of teachers in the process teaching / learning, investment in infrastructure, adaptations of the environment, improvement of libraries and other 19,20,21, 22. The process of change in education will bring many challenges, such as a break with traditional models of education and train health professionals with skills to recover the essential dimension of care: the relationship between humans.

ENGAGE: A Game Based Learning and Problem Solving Framework

Science.gov (United States)

2012-07-13

Gamification Summit 2012  Mensa Colloquium 2012.2: Social and Video Games  Seattle Science Festival  TED Salon Vancouver : http...From - To) 6/1/2012 – 6/30/2012 4. TITLE AND SUBTITLE ENGAGE: A Game Based Learning and Problem Solving Framework 5a. CONTRACT NUMBER N/A 5b...Popović ENGAGE: A Game Based Learning and Problem Solving Framework (Task 1 Month 4) Progress, Status and Management Report Monthly Progress

Dimensions of Problem Based Learning--Dialogue and Online Collaboration in Projects

Science.gov (United States)

Andreasen,, Lars Birch; Nielsen, Jørgen Lerche

2013-01-01

The article contributes to the discussions on problem based learning and project work, building on and reflecting the experiences of the authors. Four perspectives are emphasized as central to a contemporary approach to problem- and project-based learning: the exploration of problems, projects as a method, online collaboration, and the dialogic…

Systematizing Scaffolding for Problem-Based Learning: A View from Case-Based Reasoning

Science.gov (United States)

Tawfik, Andrew A.; Kolodner, Janet L.

2016-01-01

Current theories and models of education often argue that instruction is best administered when knowledge is situated within a context. Problem-based learning (PBL) provides an approach to education that has particularly powerful affordances for learning disciplinary content and practices by solving authentic problems within a discipline. However,…

Linked-Class Problem-Based Learning in Engineering: Method and Evaluation

Science.gov (United States)

Hunt, Emily M.; Lockwood-Cooke, Pamela; Kelley, Judy

2010-01-01

Problem-Based Learning (PBL) is a problem-centered teaching method with exciting potential in engineering education for motivating and enhancing student learning. Implementation of PBL in engineering education has the potential to bridge the gap between theory and practice. Two common problems are encountered when attempting to integrate PBL into…

Effect of worksheet scaffolds on student learning in problem-based learning

NARCIS (Netherlands)

S.S.Y. Choo (Serene); J.I. Rotgans (Jerome); E.H.J. Yew (Elaine); H.G. Schmidt (Henk)

2011-01-01

textabstractThe purpose of this study was to investigate the effect of worksheets as a scaffolding tool on students' learning achievement in a problem-based learning (PBL) environment. Seventeen PBL classes (N = 241) were randomly assigned to two experimental groups-one with a worksheet provided and

Analysis of problem solving on project based learning with resource based learning approach computer-aided program

Science.gov (United States)

Kuncoro, K. S.; Junaedi, I.; Dwijanto

2018-03-01

This study aimed to reveal the effectiveness of Project Based Learning with Resource Based Learning approach computer-aided program and analyzed problem-solving abilities in terms of problem-solving steps based on Polya stages. The research method used was mixed method with sequential explanatory design. The subject of this research was the students of math semester 4. The results showed that the S-TPS (Strong Top Problem Solving) and W-TPS (Weak Top Problem Solving) had good problem-solving abilities in each problem-solving indicator. The problem-solving ability of S-MPS (Strong Middle Problem Solving) and (Weak Middle Problem Solving) in each indicator was good. The subject of S-BPS (Strong Bottom Problem Solving) had a difficulty in solving the problem with computer program, less precise in writing the final conclusion and could not reflect the problem-solving process using Polya’s step. While the Subject of W-BPS (Weak Bottom Problem Solving) had not been able to meet almost all the indicators of problem-solving. The subject of W-BPS could not precisely made the initial table of completion so that the completion phase with Polya’s step was constrained.

Problem-based learning for technical students on the base TRIZ (theory of inventive problem solving

Directory of Open Access Journals (Sweden)

Babenko Oksana

2016-01-01

Full Text Available The basis of modern educational technology in teaching is problem-based learning through the use of educational technologies Powerful Thinking - Theory of Inventive Problem Solving (TRIZ, including a systematic approach to the complex organization of independent work of search and research character. Developed by systemic administration of the physical features workshops on the basis TRIZ in the cycle of the natural sciences with the implementation of all aspects of the educational activities - substantive, procedural and motivational. A new model of the physical design of the workshop and its form of organization, which is based on problem-based learning with the use of TRIZ Interactive form of organization of the workshop allows you to get high-quality substantive and personality of the students who have a significant role in the formation of professional competencies and affect the quality of produce practice-oriented specialists.

Problem Based Learning, curriculum development and change ...

African Journals Online (AJOL)

Problem Based Learning, curriculum development and change process at ... was started in 1924 and has been running a traditional curriculum for 79 years. ... Methods: The stages taken during the process were described and analysed.

Supporting teachers integrating web 2.0 in a Problem Based Learning approach

DEFF Research Database (Denmark)

Buus, Lillian

2010-01-01

‘users/learners as producers’ [6]. Consequently, it makes good sense to connect Web 2.0 with a problem-based approach to learning. Therefore it’s interesting to look upon a learning design model supporting teachers at AAU in their pedagogical design combining these two. The Collaborative E-learning...... at Aalborg University (AAU). Problem-Based Learning (PBL) has gained a lot of interest since it was launched in established educational settings over 30 years ago in the medical programmes at McMaster University, Canada. Essentially it is a leaning methods based on the principle of using problems......, in particular, in the work of the German philosopher and sociologist Oskar Negt. Negt’s work gained a lot of interest in Denmark and the Problem oriented project based learning (POPBL) was developed under this inspiration. It was implemented as a framework for learning when Aalborg University was established...

New Realities and the Implications for Problem Based Learning

DEFF Research Database (Denmark)

Sørensen, Olav Jull

2004-01-01

-based learning model with the new realities of today. Three new realities are discussed, the new global realities, the new business realities, and the new realities at the individual level. The new realities challenge the problem-based learning model. Adjustments are needed in terms of closer co...

Problem solving strategies used by RN-to-BSN students in an online problem-based learning course.

Science.gov (United States)

Oldenburg, Nancy L; Hung, Wei-Chen

2010-04-01

It is essential that nursing students develop the problem solving and critical thinking skills required in the current health care environment. Problem-based learning has been promoted as a way to help students acquire those skills; however, gaps exist in the knowledge base of the strategies used by learners. The purpose of this case study was to gain insight into the problem solving experience of a group of six RN-to-BSN students in an online problem-based learning course. Data, including discussion transcripts, reflective papers, and interview transcripts, were analyzed using a qualitative approach. Students expanded their use of resources and resolved the cases, identifying relevant facts and clinical applications. They had difficulty communicating their findings, establishing the credibility of sources, and offering challenging feedback. Increased support and direction are needed to facilitate the development of problem solving abilities of students in the problem-based learning environment.

Bridging disciplines through problem based learning

DEFF Research Database (Denmark)

Stentoft, Diana

2011-01-01

This paper examines whether a problem based approach to students’ learning may support interdisciplinary education at university level, where students are required to engage with the complexities inherent in constructing knowledge across disciplinary boundaries. These complexities include students...... engaging with multiple and conflicting epistemologies, identification and contextualisation of problems involving several disciplines in their solution etc. A practical example found in the case of newly developed BSc and MSc programs in Techno-Anthropology is provided.The paper includes some examples...

Systematizing Scaffolding for Problem-Based Learning: A View from Case-Based Reasoning

OpenAIRE

Tawfik, Andrew A; Kolodner, Janet L

2016-01-01

Current theories and models of education often argue that instruction is best administered when knowledge is situated within a context. Problem-based learning (PBL) provides an approach to education that has particularly powerful affordances for learning disciplinary content and practices by solving authentic problems within a discipline. However, not all implementations of PBL have been equally successful at fostering such learning, and some argue that this form of instruction is beyond the ...

Problem-Based Learning to Foster Deep Learning in Preservice Geography Teacher Education

Science.gov (United States)

Golightly, Aubrey; Raath, Schalk

2015-01-01

In South Africa, geography education students' approach to deep learning has received little attention. Therefore the purpose of this one-shot experimental case study was to evaluate the extent to which first-year geography education students used deep or surface learning in an embedded problem-based learning (PBL) format. The researchers measured…

Instructional design in mathematics for undergraduate students based on learning by mistakes approach utilizing scilab assistance

Science.gov (United States)

Kartika, H.

2018-03-01

The issue related to making mistake while learning such as negative emotion is found while students learn mathematics with the aid of a computer. When the computer output showed a mistake message, the students considered it as a computer software malfunction. Based on this issue, the writer designs an instructional model based on learning by mistake approach and which is Scilab assisted. The method used in this research is research design involving undergraduate students in matrix algebra courses. The data collected throught survey with questionnaire to gain feedback about the approach implemented. The data analyzed using quantitative descriptive. The instructional design proposed is the student act as a mistake corrector while the teacher acts as a mistake maker. Teacher deliberately makes mistakes with the help of Scilab software. On the other hand, students correct, analyze and explain errors resulting from Scilab software. The result of this research is an ICT based instructional design which is expected to be applicable as an alternative learning in directing students to think positively about mistakes in learning. Furthermore, students are also expected to improve their ability in understanding and thinking critically while solving problems and improving themselves in learning mathematics.

Problem-Based Learning and Problem-Solving Tools: Synthesis and Direction for Distributed Education Environments.

Science.gov (United States)

Friedman, Robert S.; Deek, Fadi P.

2002-01-01

Discusses how the design and implementation of problem-solving tools used in programming instruction are complementary with both the theories of problem-based learning (PBL), including constructivism, and the practices of distributed education environments. Examines how combining PBL, Web-based distributed education, and a problem-solving…

Improving mathematical problem solving ability through problem-based learning and authentic assessment for the students of Bali State Polytechnic

Science.gov (United States)

Darma, I. K.

2018-01-01

This research is aimed at determining: 1) the differences of mathematical problem solving ability between the students facilitated with problem-based learning model and conventional learning model, 2) the differences of mathematical problem solving ability between the students facilitated with authentic and conventional assessment model, and 3) interaction effect between learning and assessment model on mathematical problem solving. The research was conducted in Bali State Polytechnic, using the 2x2 experiment factorial design. The samples of this research were 110 students. The data were collected using a theoretically and empirically-validated test. Instruments were validated by using Aiken’s approach of technique content validity and item analysis, and then analyzed using anova stylistic. The result of the analysis shows that the students facilitated with problem-based learning and authentic assessment models get the highest score average compared to the other students, both in the concept understanding and mathematical problem solving. The result of hypothesis test shows that, significantly: 1) there is difference of mathematical problem solving ability between the students facilitated with problem-based learning model and conventional learning model, 2) there is difference of mathematical problem solving ability between the students facilitated with authentic assessment model and conventional assessment model, and 3) there is interaction effect between learning model and assessment model on mathematical problem solving. In order to improve the effectiveness of mathematics learning, collaboration between problem-based learning model and authentic assessment model can be considered as one of learning models in class.

Implementation of Problem-Based Learning in Environmental Chemistry

Science.gov (United States)

Jansson, Stina; So¨derstro¨m, Hanna; Andersson, Patrik L.; Nording, Malin L.

2015-01-01

Environmental Chemistry covers a range of topics within the discipline of chemistry, from toxicology to legislation, which warrants interdisciplinary study. Consequently, problem-based learning (PBL), a style of student-centered learning which facilitates the integration of multiple subjects, was investigated to determine if it would be a more…

PROBLEM-BASED LEARNING IN THE DIGITAL AGE

DEFF Research Database (Denmark)

Kolbæk, Ditte

Problem-based and project-organized learning (PBL) was originally developed to facilitate collaboration between physically present students; however, due to digitalization, collaboration, dialogues, and other PBL activities should take place online as well. With a theoretical point of departure...... from Dewey and a methodological point of departure from netnography, this study focused on a blended learning module at Aalborg University, where teaching is based on PBL. A primary research question was investigated: “How can IT support collaborative learning among learner communities in a PBL Master......’s program at Aalborg University?” The ways teachers and groups of students could benefit from utilizing IT as a platform for learning were examined. Netnography was the chosen methodology, and the data consisted of the course materials, the reflections, and the dialogues available online. The study showed...

Learning Radiology in an Integrated Problem-Based Learning (PBL ...

African Journals Online (AJOL)

Background: The Faculty of Medicine (FoM) has been training health professions in Uganda since 1924. Five years ago, it decided to change the undergraduate curriculum from traditional to Problem Based Learning (PBL) and adopted the SPICES model. Radiology was integrated into the different courses throughout the 5 ...

Project organized Problem-based learning in Distance Education

DEFF Research Database (Denmark)

Jensen, Lars Peter; Helbo, Jan; Knudsen, Morten

2002-01-01

Project organized problem based learning is a successful concept for on-campus engineering education at Aalborg University. Recently this "Aalborg concept" has been used in networked distance education as well. This paper describes the experiences from two years of Internet-mediated project work...... in a new Master of Information Technology education. The main conclusions are, that the project work is a strong learning motivator, enhancing peer collaboration, for off-campus students as well. However, the concept cannot be directly transferred to off-campus learning. In this paper, the main problems...... experienced with group organized project work in distance education are described, and some possible solutions are listed....

Project-Organized Problem-Based Learning in Distance Education

DEFF Research Database (Denmark)

Jensen, Lars Peter; Helbo, Jan; Knudsen, Morten

2003-01-01

Project organized problem based learning is a successful concept for on-campus engineering education at Aalborg University. Recently this "Aalborg concept" has been used in networked distance education as well. This paper describes the experiences from two years of Internet-mediated project work...... in a new Master of Information Technology education. The main conclusions are, that the project work is a strong learning motivator, enhancing peer collaboration, for off-campus students as well. However, the concept cannot be directly transferred to off-campus learning. In this paper, the main problems...... experienced with group organized project work in distance education are described, and some possible solutions are listed....

Educational Change towards Problem Based Learning

DEFF Research Database (Denmark)

Li, Huichun

As a promising educational approach, PBL (Problem Based Learning) has been adopted by an increasing number of higher education institutions worldwide to replace the traditional lectured based educational approach. However, the organizational change towards PBL is not easy for higher education...... universities which are transforming their traditional educational approaches to PBL. Specifically, this book is concerned with how managers, staff members, and students interpret PBL and its implementation. It reveals that the challenges for implementing PBL are closely linked to organizational members...... institutions, especially for those with a long history of Lecture Based Learning. Therefore, it is necessary to investigate the challenges and obstacles for higher education institutions which are implementing PBL. In order to address the research concern, this book involves in an intensive exploration of two...

Integration of problem-based learning and innovative technology into a self-care course.

Science.gov (United States)

McFalls, Marsha

2013-08-12

To assess the integration of problem-based learning and technology into a self-care course. Problem-based learning (PBL) activities were developed and implemented in place of lectures in a self-care course. Students used technology, such as computer-generated virtual patients and iPads, during the PBL sessions. Students' scores on post-case quizzes were higher than on pre-case quizzes used to assess baseline knowledge. Student satisfaction with problem-based learning and the use of technology in the course remained consistent throughout the semester. Integrating problem-based learning and technology into a self-care course enabled students to become active learners.

Measuring the influence of Cooperative Learning and Project Based Learning on problem solvin skill.

OpenAIRE

García Martín, Javier; Pérez Martínez, Jorge Enrique

2011-01-01

The aim of this study is to evaluate the effects obtained after applying two active learning methodologies (cooperative learning and project based learning) to the achievement of the competence problem solving. This study was carried out at the Technical University of Madrid, where these methodologies were applied to two Operating Systems courses. The first hypothesis tested was whether the implementation of active learning methodologies favours the achievement of ?problem solving?. The secon...

Self-directed learning readiness of Asian students: students perspective on a hybrid problem based learning curriculum.

Science.gov (United States)

Leatemia, Lukas D; Susilo, Astrid P; van Berkel, Henk

2016-12-03

To identify the student's readiness to perform self-directed learning and the underlying factors influencing it on the hybrid problem based learning curriculum. A combination of quantitative and qualitative studies was conducted in five medical schools in Indonesia. In the quantitative study, the Self Directed Learning Readiness Scale was distributed to all students in all batches, who had experience with the hybrid problem based curriculum. They were categorized into low- and high -level based on the score of the questionnaire. Three focus group discussions (low-, high-, and mixed level) were conducted in the qualitative study with six to twelve students chosen randomly from each group to find the factors influencing their self-directed learning readiness. Two researchers analysed the qualitative data as a measure of triangulation. The quantitative study showed only half of the students had a high-level of self-directed learning readiness, and a similar trend also occurred in each batch. The proportion of students with a high level of self-directed learning readiness was lower in the senior students compared to more junior students. The qualitative study showed that problem based learning processes, assessments, learning environment, students' life styles, students' perceptions of the topics, and mood, were factors influencing their self-directed learning. A hybrid problem based curriculum may not fully affect the students' self-directed learning. The curriculum system, teacher's experiences, student's background and cultural factors might contribute to the difficulties for the student's in conducting self-directed learning.

UICEE Centre for Problem Based Learning (UCPBL) at Aalborg University

DEFF Research Database (Denmark)

Fink, Flemming Kobberøe; Enemark, Stig; Moesby, Egon

2002-01-01

University is considered to have a strong position in Problem-Based Learning (PBL) with many years of experience. Within engineering education co-operation with industry has also always been a field of high importance for Aalborg University and part of the PBL concept. An increasing number of universities...... and engineering schools worldwide are consequently seeking consultancy and cooperation with Aalborg University. The establishment of UCPBL is therefore welcomed as a possibility to merge these activities into one organisational structure and to strengthen the effort of improving engineering education......UICEE Centre for Problem-Based Learning (UCPBL) is a global centre for Problem-Based Learning located at Aalborg University, Denmark UCPBL is established as a partner to the UNESCO International Centre for Engineering Education (UICEE) located at Monash University, Melbourne, Australia. Aalborg...

Using Problem Based Learning Methods from Engineering Education in Company Based Development

DEFF Research Database (Denmark)

Kofoed, Lise B.; Jørgensen, Frances

2007-01-01

This paper discusses how Problem-Based Learning (PBL) methods were used to support a Danish company in its efforts to become more of a 'learning organisation', characterized by sharing of knowledge and experiences. One of the central barriers to organisational learning in this company involved...

Exploring creativity and critical thinking in traditional and innovative problem-based learning groups.

Science.gov (United States)

Chan, Zenobia C Y

2013-08-01

To explore students' attitude towards problem-based learning, creativity and critical thinking, and the relevance to nursing education and clinical practice. Critical thinking and creativity are crucial in nursing education. The teaching approach of problem-based learning can help to reduce the difficulties of nurturing problem-solving skills. However, there is little in the literature on how to improve the effectiveness of a problem-based learning lesson by designing appropriate and innovative activities such as composing songs, writing poems and using role plays. Exploratory qualitative study. A sample of 100 students participated in seven semi-structured focus groups, of which two were innovative groups and five were standard groups, adopting three activities in problem-based learning, namely composing songs, writing poems and performing role plays. The data were analysed using thematic analysis. There are three themes extracted from the conversations: 'students' perceptions of problem-based learning', 'students' perceptions of creative thinking' and 'students' perceptions of critical thinking'. Participants generally agreed that critical thinking is more important than creativity in problem-based learning and clinical practice. Participants in the innovative groups perceived a significantly closer relationship between critical thinking and nursing care, and between creativity and nursing care than the standard groups. Both standard and innovative groups agreed that problem-based learning could significantly increase their critical thinking and problem-solving skills. Further, by composing songs, writing poems and using role plays, the innovative groups had significantly increased their awareness of the relationship among critical thinking, creativity and nursing care. Nursing educators should include more types of creative activities than it often does in conventional problem-based learning classes. The results could help nurse educators design an appropriate

Worked examples are more efficient for learning than high-assistance instructional software

NARCIS (Netherlands)

McLaren, Bruce M.; van Gog, Tamara; Ganoe, Craig; Yaron, David; Karabinos, Michael

2015-01-01

The ‘assistance dilemma’, an important issue in the Learning Sciences, is concerned with how much guidance or assistance should be provided to help students learn. A recent study comparing three high-assistance approaches (worked examples, tutored problems, and erroneous examples) and one

Problem-Based Learning: Exploiting Knowledge of How People Learn to Promote Effective Learning

Science.gov (United States)

Wood, E. J.

2004-01-01

There is much information from educational psychology studies on how people learn. The thesis of this paper is that we should use this information to guide the ways in which we teach rather than blindly using our traditional methods. In this context, problem-based learning (PBL), as a method of teaching widely used in medical schools but…

Teaching Gases through Problem-Based Learning

Science.gov (United States)

Baran, Mukadder

2016-01-01

The purpose of this study was to investigate not only the applicability of the method of Problem-Based Learning (PBL) to the lesson subject of "Gasses" within the scope of the 9th grade course of Chemistry in Hakkari Gazi High School but also the influence of this method on the students' achievement levels in chemistry and on their…

Facilitating Problem-Based Learning in Teams with Scrum

DEFF Research Database (Denmark)

Ovesen, Nis

2013-01-01

Project-organised and problem-based learning (POPBL) is becoming increasingly popular across universities all over the world, and hence this, it is also gaining currency in some university-based design educations. At Aalborg University, the curriculum in Industrial Design engineering is no except......Project-organised and problem-based learning (POPBL) is becoming increasingly popular across universities all over the world, and hence this, it is also gaining currency in some university-based design educations. At Aalborg University, the curriculum in Industrial Design engineering...... is no exception: Each semester, students are divided into groups and work with various problems or issues partly defined by themselves within the frame of the semester theme. During the first year at Aalborg University, students are taught how to manage and plan projects independently with the use of common...... planning tools like Gantt charts, schedules and simple resource management practices – tools, which are used throughout the education. However, this paper argues that these common project planning and management practices – typically representing rigid “plan-your-work, then work-your-plan” approaches – do...

How play enhances creativity in problem based learning

DEFF Research Database (Denmark)

Thorsted, Ann Charlotte

2015-01-01

This article draws on 20 Danish university students’ reflections in and on a Problem-based Learning process (PBL). The study showed how a more playful approach changed how the students collaborated, communicated, and approached a given task. They felt more creative, open minded and engaged compared...... between play and creativity in higher education learning processes?...

Assist-as-needed robotic trainer based on reinforcement learning and its application to dart-throwing.

Science.gov (United States)

Obayashi, Chihiro; Tamei, Tomoya; Shibata, Tomohiro

2014-05-01

This paper proposes a novel robotic trainer for motor skill learning. It is user-adaptive inspired by the assist-as-needed principle well known in the field of physical therapy. Most previous studies in the field of the robotic assistance of motor skill learning have used predetermined desired trajectories, and it has not been examined intensively whether these trajectories were optimal for each user. Furthermore, the guidance hypothesis states that humans tend to rely too much on external assistive feedback, resulting in interference with the internal feedback necessary for motor skill learning. A few studies have proposed a system that adjusts its assistive strength according to the user's performance in order to prevent the user from relying too much on the robotic assistance. There are, however, problems in these studies, in that a physical model of the user's motor system is required, which is inherently difficult to construct. In this paper, we propose a framework for a robotic trainer that is user-adaptive and that neither requires a specific desired trajectory nor a physical model of the user's motor system, and we achieve this using model-free reinforcement learning. We chose dart-throwing as an example motor-learning task as it is one of the simplest throwing tasks, and its performance can easily be and quantitatively measured. Training experiments with novices, aiming at maximizing the score with the darts and minimizing the physical robotic assistance, demonstrate the feasibility and plausibility of the proposed framework. Copyright © 2014 Elsevier Ltd. All rights reserved.

Instructional Designers' Media Selection Practices for Distributed Problem-Based Learning Environments

Science.gov (United States)

Fells, Stephanie

2012-01-01

The design of online or distributed problem-based learning (dPBL) is a nascent, complex design problem. Instructional designers are challenged to effectively unite the constructivist principles of problem-based learning (PBL) with appropriate media in order to create quality dPBL environments. While computer-mediated communication (CMC) tools and…

Integrating Industry in Project Organized Problem Based Learning for Engineering Educations

DEFF Research Database (Denmark)

Nielsen, Kirsten M.

2006-01-01

This abstract deals with the challenge of establishing engineering student projects in collaboration with industry. Based on empirical results a set of advices for industrial collaboration in project oriented problem based learning are formulated......This abstract deals with the challenge of establishing engineering student projects in collaboration with industry. Based on empirical results a set of advices for industrial collaboration in project oriented problem based learning are formulated...

What Is the Problem in Problem-Based Learning in Higher Education Mathematics

Science.gov (United States)

Dahl, Bettina

2018-01-01

Problem and Project-Based Learning (PBL) emphasise collaborate work on problems relevant to society and emphases the relation between theory and practice. PBL fits engineering students as preparation for their future professions but what about mathematics? Mathematics is not just applied mathematics, but it is also a body of abstract knowledge…

The Effect of Problem Based Learning (PBL) Instruction on Students' Motivation and Problem Solving Skills of Physics

Science.gov (United States)

Argaw, Aweke Shishigu; Haile, Beyene Bashu; Ayalew, Beyene Tesfaw; Kuma, Shiferaw Gadisa

2017-01-01

Through the learning of physics, students will acquire problem solving skills which are relevant to their daily life. Determining the best way in which students learn physics takes a priority in physics education. The goal of the present study was to determine the effect of problem based learning strategy on students' problem solving skills and…

Learning from the problems of problem-based learning

Directory of Open Access Journals (Sweden)

Epstein Richard

2004-01-01

Full Text Available Abstract Background The last decade has witnessed a rapid expansion of biomedical knowledge. Despite this, fashions in medical education over the same period have shifted away from factual (didactic teaching and towards contextual, or problem-based, learning (PBL. This paradigm shift has been justified by studies showing that PBL improves reasoning and communication while being associated with few if any detectable knowledge deficits. Discussion Analysis of the literature indicates that the recent rapid rise of PBL has closely paralleled the timing of the information explosion. The growing dominance of PBL could thus worsen the problems of information management in medical education via several mechanisms: first, by creating the impression that a defined spectrum of core factual knowledge suffices for clinical competence despite ongoing knowledge expansion (quality cost; second, by dissuading teachers from refining the educational utility of didactic modalities (improvement cost; and third, by reducing faculty time for developing reusable resources to impart factual knowledge more efficiently (opportunity cost. Summary These costs of PBL imply a need for strengthening the knowledge base of 21st-century medical graduates. New initiatives towards this end could include the development of more integrated cognitive techniques for facilitating the comprehension of complex data; the design of differentiated medical curricula for producing graduates with defined high-priority skill sets; and the encouragement of more cost-effective faculty teaching activities focused on the prototyping and testing of innovative commercializable educational tools.

Changing the Curriculum to Problem-Based and Project-Based Learning

DEFF Research Database (Denmark)

Kolmos, Anette

2012-01-01

Problem based and project based learning (PBL) models are implemented all over the world in various versions at curriculum or course level. Due to this development, the conceptual understanding of PBL has become more diverse and sometimes confusing. This chapter summarizes the conceptual work done...... by the UNESCO Chair in PBL in engineering education in order to define PBL as a set of core learning principles that can be applied in practice. The PBL learning principles are formulated within three aspects: learning, social, and content of study. Furthermore, the chapter contains a PBL curriculum model......, which can be used for analysis and development of the curriculum or single courses. Seven elements are identified as important for the planning and implementation of PBL learning principles, and for each of the elements there are several choices to be made. Finally, the chapter presents concrete advice...

Student reactions to problem-based learning in photonics technician education

Science.gov (United States)

Massa, Nicholas M.; Donnelly, Judith; Hanes, Fenna

2014-07-01

Problem-based learning (PBL) is an instructional approach in which students learn problem-solving and teamwork skills by collaboratively solving complex real-world problems. Research shows that PBL improves student knowledge and retention, motivation, problem-solving skills, and the ability to skillfully apply knowledge in new and novel situations. One of the challenges faced by students accustomed to traditional didactic methods, however, is acclimating to the PBL process in which problem parameters are often ill-defined and ambiguous, often leading to frustration and disengagement with the learning process. To address this problem, the New England Board of Higher Education (NEBHE), funded by the National Science Foundation Advanced Technological Education (NSF-ATE) program, has created and field tested a comprehensive series of industry-based multimedia PBL "Challenges" designed to scaffold the development of students' problem solving and critical thinking skills. In this paper, we present the results of a pilot study conducted to examine student reactions to the PBL Challenges in photonics technician education. During the fall 2012 semester, students (n=12) in two associate degree level photonics courses engaged in PBL using the PBL Challenges. Qualitative and quantitative methods were used to assess student motivation, self-efficacy, critical thinking, metacognitive self-regulation, and peer learning using selected scales from the Motivated Strategies for Learning Questionnaire (MSLQ). Results showed positive gains in all variables. Follow-up focus group interviews yielded positive themes supporting the effectiveness of PBL in developing the knowledge, skills and attitudes of photonics technicians.

Implementation of Problem Based Learning among Nursing Students

Science.gov (United States)

Hamdan, Abdul Rahim; Kwan, Chan Li; Khan, Aqeel; Ghafar, Mohamed Najib Abdul; Sihes, Ahmad Johari

2014-01-01

Critical thinking and effective problem solving skills have been regarded as an important element and as an educational outcome in professional nursing. The purpose of this study is to examine the implementation of Problem Based Learning (PBL) among nursing students. More specifically, it compares pretest and post test scores of the implementation…

Rocket to Creativity: A Field Experience in Problem-Based and Project-Based Learning

Science.gov (United States)

Dole, Sharon F.; Bloom, Lisa A.; Doss, Kristy Kowalske

2016-01-01

This article reports the impact of a field experience in problem-based (PBL) and project-based learning (PjBL) on in-service teachers' conceptions of experiential learning. Participants had been enrolled in a hybrid class that included an online component in which they learned about PBL and PjBL, and an experiential component in which they…

Evaluation of problem-based learning in medical students’ education

Directory of Open Access Journals (Sweden)

MOHAMMAD HADI IMANIEH

2014-01-01

Full Text Available Introduction: In traditional medical education systems much interest is placed on the cramming of basic and clinical facts without considering their applicability in the future professional career. The aim of this study is to evaluate a novice medical training method (problem-based learning as compared to the contemporary teacher-based medical education or traditional methods. Methods: Selection of the study subjects was done through simple sampling and according to the division of medical students introduced from Medical Faculty to the Pediatrics Department with no personal involvement. 120 medical students were assigned to 8 groups of 15 students each. For four months, 4 groups were trained with traditional method and 4 other groups underwent problem-based learning method on selected subject materials. In each method, a pre-course test at the beginning and a post-course test at the end of each course were given to each group. The questionnaire used in this study as the instrument was composed of 39 questions, 37 multiple choice questions and two short answer questions. Three professors of pediatric gastroenterologist took part in the training. Two of these professors were responsible for solving task training method. The third professor used traditional teacher-centered methodology to eliminate any possible bias. Scores obtained from these tests were analyzed using paired t-test and independent t-test. P values of less than 0.05 were considered as significant. Results: The scores of the students undergoing the traditional method were 14.70±3.03 and 21.20±4.07 in the first and second test, respectively. In problembased learning, the scores were 15.82±3.29 in the first and 27.52±4.72 in the second test. There was a significant difference between the mean scores of post-course exams of the two groups (p=0.001, while no significant difference was observed between the mean scores of pre-course exams of the groups (p=0.550. Conclusion: It may be

The Impact of Cultural Dimensions on Islamic Students’ Attitude Towards Problem-Based Learning

Directory of Open Access Journals (Sweden)

Esti Zaduqisti

2016-06-01

Full Text Available The current study aims to examine the impact of cultural dimensions (i.e., collectivism, power distance, uncertainty avoidance, and masculinity on students’ attitude towards problem-based learning. The design of the current study was a correlational survey, wherein participants were recruited by means of a convenient sampling. Inspection of a multiple regression analysis (N = 549 revealed that collectivism and masculinity positively corresponded with the attitudes. In particular, we found that that the higher the level of collectivism and masculinity, the more students supported the implementation of problem-based learning. In contrast, uncertainty avoidance was negatively related to the attitude in such a way that the higher this cultural dimension, the less students supported problem-based learning. Power distance was the only predictor that did not significantly predict students’ attitude towards problem-based learning. These findings overall suggest the importance of taking into account the characteristics of norms and values people hold within a country that might contribute to the success, feasibility, and  suitability of problem-based learning. Theoretical implications and study limitations of the current findings are discussed, as are practical strategies highlighting on how to deal with cultural potentials and pitfalls in an attempt to promote problem-based learning.

Learning through Debate during Problem-Based Learning: An Active Learning Strategy

Science.gov (United States)

Mumtaz, Sadaf; Latif, Rabia

2017-01-01

We explored medical student's views and perceptions of a series of debates conducted during problem-based learning (PBL) practiced as a part of the Spiral curriculum at the Imam Abdulrahman Bin Faisal University, Saudi Arabia. A series of debates were employed during PBL sessions for second-year female medical students, over the period 2014-2016.…

Hypermedia-Based Problem Based Learning in the Upper Elementary Grades: A Developmental Study.

Science.gov (United States)

Brinkerhoff, Jonathan D.; Glazewski, Krista

This paper describes the application of problem-based learning (PBL) design principles and the inclusion of teacher and study scaffolds to the design and implementation of a hypermedia-based learning unit for the upper elementary/middle school grades. The study examined the following research questions: (1) Does hypermedia-based PBL represent an…

Are marketing students in control in problem-based learning?

NARCIS (Netherlands)

Geitz, Gerry; Joosten-ten Brinke, Desirée; Kirschner, Paul A.

2018-01-01

This study investigated to what extent self-efficacy, learning behavior, and performance outcomes relate to each other and how they can be positively influenced by students asking for and seeking feedback within a problem-based learning (PBL) environment in order to meet today’s requirements of

Merging Problem-Based Learning with Simulation-Based Learning in the Medical Undergraduate Curriculum: The PAIRED Framework for Enhancing Lifelong Learning

Science.gov (United States)

Koh, Jansen

2016-01-01

Lifelong learning is an essential trait that is expected of every physician. The CanMeds 2005 Physician Competency Framework emphasizes lifelong learning as a key competency that physicians must achieve in becoming better physicians. However, many physicians are not competent at engaging in lifelong learning. The current medical education system is deficient in preparing medical students to develop and carry out their own lifelong learning curriculum upon graduation. Despite understanding how physicians learn at work, medical students are not trained to learn while working. Similarly, although barriers to lifelong learning are known, medical students are not adequately skilled in overcoming these barriers. Learning to learn is just as important, if not more, as acquiring the skills and knowledge required of a physician. The medical undergraduate curriculum lacks a specific learning strategy to prepare medical students in becoming an adept lifelong learner. In this article, we propose a learning strategy for lifelong learning at the undergraduate level. In developing this novel strategy, we paid particular attention to two parameters. First, this strategy should be grounded on literature describing a physician’s lifelong learning process. Second, the framework for implementing this strategy must be based on existing undergraduate learning strategies to obviate the need for additional resources, learner burden, and faculty time. In this paper, we propose a Problem, Analysis, Independent Research Reporting, Experimentation Debriefing (PAIRED) framework that follows the learning process of a physician and serves to synergize the components of problem-based learning and simulation-based learning in specifically targeting the barriers to lifelong learning. PMID:27446767

Students’ Mathematical Creative Thinking through Problem Posing Learning

Science.gov (United States)

Ulfah, U.; Prabawanto, S.; Jupri, A.

2017-09-01

The research aims to investigate the differences in enhancement of students’ mathematical creative thinking ability of those who received problem posing approach assisted by manipulative media and students who received problem posing approach without manipulative media. This study was a quasi experimental research with non-equivalent control group design. Population of this research was third-grade students of a primary school in Bandung city in 2016/2017 academic year. Sample of this research was two classes as experiment class and control class. The instrument used is a test of mathematical creative thinking ability. Based on the results of the research, it is known that the enhancement of the students’ mathematical creative thinking ability of those who received problem posing approach with manipulative media aid is higher than the ability of those who received problem posing approach without manipulative media aid. Students who get learning problem posing learning accustomed in arranging mathematical sentence become matter of story so it can facilitate students to comprehend about story

Preparing new nurses with complexity science and problem-based learning.

Science.gov (United States)

Hodges, Helen F

2011-01-01

Successful nurses function effectively with adaptability, improvability, and interconnectedness, and can see emerging and unpredictable complex problems. Preparing new nurses for complexity requires a significant change in prevalent but dated nursing education models for rising graduates. The science of complexity coupled with problem-based learning and peer review contributes a feasible framework for a constructivist learning environment to examine real-time systems data; explore uncertainty, inherent patterns, and ambiguity; and develop skills for unstructured problem solving. This article describes a pilot study of a problem-based learning strategy guided by principles of complexity science in a community clinical nursing course. Thirty-five senior nursing students participated during a 3-year period. Assessments included peer review, a final project paper, reflection, and a satisfaction survey. Results were higher than expected levels of student satisfaction, increased breadth and analysis of complex data, acknowledgment of community as complex adaptive systems, and overall higher level thinking skills than in previous years. 2011, SLACK Incorporated.

PENGARUH PROBLEM BASED LEARNING TERHADAP KETERAMPILAN BERPIKIR KRITIS DAN REGULASI DIRI SISWA KELAS V

Directory of Open Access Journals (Sweden)

Pricilla Anindyta

2014-07-01

Full Text Available Penelitian ini bertujuan untuk mengetahui: (1 perbedaan keterampilan berpikir kritis dan regulasi diri siswa antara kelas yang diajar dengan menggunakan problem based leaning dan kelas yang diajar dengan menggunakan pembelajaran ekspositori dan (2 pengaruh penerapan problem based learning terhadap keterampilan berpikir kritis, dan regulasi diri siswa. Penelitian ini merupakan penelitian eksperimen semu. Populasi penelitian ini adalah seluruh siswa kelas V SD Santo Vincentius Jakarta. Pada kelas eksperimen, pembelajaran IPA dilaksanakan dengan model problem based learning, sedangkan pada kelas kontrol dengan  pembelajaran yang biasa digunakan oleh guru yaitu pembelajaran ekspositori. Instrumen yang digunakan adalah (1 tes untuk mengukur keterampilan berpikir kritis siswa ditinjau dari aspek kognitif, (2 skala perilaku untuk mengukur keterampilan berpikir kritis ditinjau dari aspek perilaku dan regulasi diri siswa. Analisis data menggunakan (1 statistik deskriptif untuk mendeskripsikan data keterampilan berpikir kritis dan regulasi diri siswa, dan (2 statistik infe-rensial dengan menggunakan uji t sampel bebas dan uji MANOVA untuk menguji hipotesis penelitian dengan taraf signifikansi 5% (α = 0,05. Hasil penelitian menunjukkan bahwa: (1 terdapat perbedaan keterampilan berpikir kritis siswa yang signifikan antara kelas yang diajar dengan menggunakan problem based leaning dan kelas yang diajar dengan menggunakan pembelajaran ekspositori, dengan nilai sig. 0,040; (2 terdapat perbedaan regulasi diri siswa yang signifikan antara kelas yang diajar de-ngan menggunakan problem based learning dan kelas yang diajar dengan menggunakan pembelajaran ekspositori, dengan nilai sig. 0,005; (3 penerapan problem based learning berpengaruh secara positif dan signifikan terhadap keterampilan berpikir kritis dan regulasi diri siswa, dengan nilai sig 0

The Influence of Problem Based Learning Model toward Students’ Activities and Learning Outcomes on Financial Management Subject

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Han Tantri Hardini

2016-12-01

Full Text Available This research aims to know the influence of problem based learning model toward students’ activities and achievement on Financial Management subject for undergraduate program students of Accounting Education. It was a quantitative research that used true experimental design. Samples of this study were undergraduate program students of Accounting Education in the year of 2014. Class A were control class and class B were experimental class. Data were analyzed by using t-test in order to determine the differences of learning outcomes between control class and experimental class. Then, questionnaires were distributed to gather students’ activities information in their students’ learning model. Findings show that there is an influence of Problem Based Learning model toward students’ activities and learning outcomes on Financial Management subject for undergraduate program students of Accounting Education since t-count ≥ t-table. It is 6.120 ≥ 1.9904. Students’ learning activities with Problem Based Learning model are better than students who are taught by conventional learning model.

Rethinking the globalisation of problem-based learning: how culture challenges self-directed learning.

NARCIS (Netherlands)

Frambach, J.M.; Driessen, E.W.; Chan, L.C.; Vleuten, C.P.M. van der

2012-01-01

Medical Education 2012: 46: 738-747 Context Medical schools worldwide are increasingly switching to student-centred methods such as problem-based learning (PBL) to foster lifelong self-directed learning (SDL). The cross-cultural applicability of these methods has been questioned because of their

COMPARISON OF PROBLEM BASED LEARNING WITH TRADITIONAL LECTURES AMONG FIRST YEAR MEDICAL STUDENTS IN PHYSIOLOGY

OpenAIRE

Evelyn

2015-01-01

BACKGROUND: Problem based learning has emerged as an effective teaching learning method. Students taught by the problem based learning method have better problem solving skills and better long-term memory than those taught by traditional lectures. OBJECTIVE: To compare the effectiveness of problem based learning with that of traditional lecture method. METHODOLOGY: First MBBS students (n=127) were divided into two groups. One group was taught a topic from Applied Physiolog...

Music Learning Based on Computer Software

OpenAIRE

Baihui Yan; Qiao Zhou

2017-01-01

In order to better develop and improve students’ music learning, the authors proposed the method of music learning based on computer software. It is still a new field to use computer music software to assist teaching. Hereby, we conducted an in-depth analysis on the computer-enabled music learning and the music learning status in secondary schools, obtaining the specific analytical data. Survey data shows that students have many cognitive problems in the current music classroom, and yet teach...

Investigating Effects of Problem-Based versus Lecture-Based Learning Environments on Student Motivation

Science.gov (United States)

Wijnia, Lisette; Loyens, Sofie M. M.; Derous, Eva

2011-01-01

This study examines the effects of two learning environments (i.e., problem-based learning [PBL] versus lecture-based [LB] environments) on undergraduates' study motivation. Survey results demonstrated that PBL students scored higher on competence but did not differ from LB students on autonomous motivation. Analyses of focus groups further…

Meta Analisis Model Pembelajaran Problem Based Learning dalam Meningkatkan Keterampilan Berpikir Kritis di Sekolah Dasar [A Meta-analysis of Problem-Based Learning Models in Increasing Critical Thinking Skills in Elementary Schools

Directory of Open Access Journals (Sweden)

Indri Anugraheni

2018-01-01

Full Text Available This study aims to analyze Problem-based Learning models intended to improve critical thinking skills in elementary school students. Problem-based learning models are learning processes where students are open minded, reflexive, active, reflective, and critical through real-world context activities. In this study the researcher used a meta-analysis method. First, the researcher formulated the research problem, then proceeded to review the existing relevant research for analysis. Data were collected by using a non-test technique by browsing electronic journals through Google Scholar and studying documentation in the library. Seven articles were found through Google Scholar and only one was found in the library. Based on the analysis of the results, the problem-based learning model can improve students' thinking ability from as little as 2.87% up to 33.56% with an average of 14.18%. BAHASA INDONESIA ABSTRAK: Penelitian ini bertujuan untuk menganalisis kembali tentang model pembelajaran Problem Based Learning untuk meningkatkan keterampilan berpikir kritis di Sekolah Dasar. Model pembelajaran Problem Based Learning adalah proses pembelajaran dimana siswa mampu memiliki pola pikir yang terbuka, refktif, aktif, reflektif dan kritis melalui kegiatan konteks dunia nyata. Dalam penelitian ini peneliti menggunakan metode meta analisis. Pertama-tama, peneliti merumuskan masalah penelitian, kemudian dilanjutkan dengan menelusuri penelitian yang sudah ada dan relevan untuk dianalisis. Teknik pengumpulan data dengan menggunakan non tes yaitu dengan menelusuri jurnal elektronik melalui google Cendekia dan studi dokumentasi di perpustakaan. Dari hasil penelusuran diperoleh 20 artikel dari jurnal dan 3 dari repository. Berdasarkan hasil analisis ternyata model pembelajaran Problem Based Learning mampu meningkatkan kemampuan berpikir Siswa mulai dari yang terendah 2,87% sampai yang tertinggi 33,56% dengan rata-rata 12,73%.

Model Integrated Problem Solving Based Learning pada Perkuliahan Dasar-dasar Kimia Analitik

OpenAIRE

Indarini Dwi Pursitasari; Anna Permanasari

2013-01-01

Abstract: Integrated Problem Solving Based Learning Model on Foundation of Analytical Chemistry. This study was conducted to know the effects of Integrated Problem Solving Based Learning (IPSBL) model on problem solving skills and cognitive ability of pre-service teachers. The subjects of the study were 41 pre- service teachers, 21 in the experimental group and 20 in the control group. The data were collected through a test on problem solving skills, a test on cognitive ability, and a questio...

Model Integrated Problem Solving Based Learning Pada Perkuliahan Dasar-dasar Kimia Analitik

OpenAIRE

Pursitasari, Indarini Dwi; Permanasari, Anna

2012-01-01

: Integrated Problem Solving Based Learning Model on Foundation of Analytical Chemistry. This study was conducted to know the effects of Integrated Problem Solving Based Learning (IPSBL) model on problem solving skills and cognitive ability of pre-service teachers. The subjects of the study were 41 pre- service teachers, 21 in the experimental group and 20 in the control group. The data were collected through a test on problem solving skills, a test on cognitive ability, and a questionnaire o...

The Guinea Pigs of a Problem-Based Learning Curriculum

Science.gov (United States)

Reddy, Sarasvathie; McKenna, Sioux

2016-01-01

Participants in a study on learning the clinical aspects of medicine in a problem-based learning (PBL) curriculum repeatedly referred to themselves as "Guinea pigs" at the mercy of a curriculum experiment. This article interrogates and problematises the "Guinea pig" identity ascribed to and assumed by the first cohort of…

ICT support for students’ collaboration in problem and project based learning

DEFF Research Database (Denmark)

Rongbutsri, Nikorn; Khalid, Md. Saifuddin; Ryberg, Thomas

2011-01-01

This paper reports and analyses quantitative and qualitative data from a study, which seeks a better understanding of how students use various technologies to support their project collaboration activities in a problem and project based learning environment. More generally the aim of the study......, and the present paper, is to shed light on students’ technology practices within higher education – particularly in relation to problem and project based learning....

Effects of case-based learning on communication skills, problem-solving ability, and learning motivation in nursing students.

Science.gov (United States)

Yoo, Moon-Sook; Park, Hyung-Ran

2015-06-01

The purpose of this study was to explore the effects of case-based learning on communication skills, problem-solving ability, and learning motivation in sophomore nursing students. In this prospective, quasi-experimental study, we compared the pretest and post-test scores of an experimental group and a nonequivalent, nonsynchronized control group. Both groups were selected using convenience sampling, and consisted of students enrolled in a health communication course in the fall semesters of 2011 (control group) and 2012 (experimental group) at a nursing college in Suwon, South Korea. The two courses covered the same material, but in 2011 the course was lecture-based, while in 2012, lectures were replaced by case-based learning comprising five authentic cases of patient-nurse communication. At post-test, the case-based learning group showed significantly greater communication skills, problem-solving ability, and learning motivation than the lecture-based learning group. This finding suggests that case-based learning is an effective learning and teaching method. © 2014 Wiley Publishing Asia Pty Ltd.

The Effectiveness of Problem Based Learning (PBL on Intermediate Financial Accounting Subject

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Nunuk Suryanti

2016-12-01

Full Text Available This research aims to know the effectiveness of Problem Based Learning (PBL Model comparing to Drill Model on Intermediate Financial Accounting subject. The research was a quasi-experimental research. Population was four classes of Accounting Education students in the year of 2014/2015 at Faculty of Educational Science and Teaching of Riau Islamic University (UIR. Sample was taken by using purposive sampling. Then, it used Problem Based Learning (PBL at experimental class and Drill Model at controlled class. Data was collected by using interview, observation, and tests (pre-test and post-test. Moreover, data were analyzed by using independent sample test. Findings show that there is no any difference of learning outcomes between students who taught by Problem Based Learning (PBL Model and Drill Model on Intermediate Financial Accounting.

Enhancing Students’ Higher Order Thinking Skills through Computer-based Scaffolding in Problem-based Learning

OpenAIRE

Kim, Nam Ju

2017-01-01

This multiple paper dissertation addressed several issues in Problem-based learning (PBL) through conceptual analysis, meta-analysis, and empirical research. PBL is characterized by ill-structured tasks, self-directed learning process, and a combination of individual and cooperative learning activities. Students who lack content knowledge and problem-solving skills may struggle to address associated tasks that are beyond their current ability levels in PBL. This dissertation addressed a) scaf...

Usefulness of problem-based learning in clinical nursing education ...

African Journals Online (AJOL)

Problem based learning (PBL) in clinical nursing is described as an effective learning strategy that can encourage students to become self-directed learners and to master clinical skills that can be transferable to service users. This study explores the usefulness of PBL in a nursing clinical setting from the nursing students' ...

Producing and Scrounging during Problem Based Learning

Science.gov (United States)

Vickery, William L.

2013-01-01

When problem based learning occurs in a social context it is open to a common social behaviour, scrounging. In the animal behaviour literature, scroungers do not attempt to find resources themselves but rather exploit resources found by other group members (referred to as producers). We know from studies of animal behaviour (including humans) that…

Developing and Evaluating Medical Humanities Problem-Based Learning Classes Facilitated by the Teaching Assistants Majored in the Liberal Arts: A Longitudinal Crossover Study.

Science.gov (United States)

Tseng, Fen-Yu; Shieh, Jeng-Yi; Kao, Tze-Wah; Wu, Chau-Chung; Chu, Tzong-Shinn; Chen, Yen-Yuan

2016-02-01

Although medical humanities courses taught by teachers from nonmedical backgrounds are not unusual now, few studies have compared the outcome of medical humanities courses facilitated by physicians to that by teaching assistants majored in the liberal arts. The objectives of this study were to (1) analyze the satisfaction of medical students with medical humanities problem-based learning (PBL) classes facilitated by nonmedical teaching assistants (TAF) majored in the liberal arts, and those facilitated by the attending physicians (APF) and (2) examine the satisfaction of medical students with clinical medicine-related and clinical medicine-unrelated medical humanities PBL classes.A total of 123 medical students, randomly assigned to 16 groups, participated in this study. There were 16 classes in the course: 8 of them were TAF classes; and the others were APF classes. Each week, each group rotated from 1 subject of the 16 subjects of PBL to another subject. All of the 16 groups went through all the 16 subjects in the 2013 spring semester. We examined the medical students' satisfaction with each class, based on a rating score collected after each class was completed, using a scale from 0 (the lowest satisfaction) to 100 (the highest satisfaction). We also conducted multivariate linear regression analysis to examine the association between the independent variables and the students' satisfaction.Medical students were more satisfied with the TAF (91.35 ± 7.75) medical humanities PBL classes than APF (90.40 ± 8.42) medical humanities PBL classes (P = 0.01). Moreover, medical students were more satisfied with the clinical medicine-unrelated topics (92.00 ± 7.10) than the clinical medicine-related topics (90.36 ± 7.99) in the medical humanities PBL course (P = 0.01).This medical humanities PBL course, including nonmedical subjects and topics, and nonmedical teaching assistants from the liberal arts as class facilitators, was satisfactory. This

Enhancing students' higher order thinking skills through computer-based scaffolding in problem-based learning

Science.gov (United States)

Kim, Nam Ju

This multiple paper dissertation addressed several issues in Problem-based learning (PBL) through conceptual analysis, meta-analysis, and empirical research. PBL is characterized by ill-structured tasks, self-directed learning process, and a combination of individual and cooperative learning activities. Students who lack content knowledge and problem-solving skills may struggle to address associated tasks that are beyond their current ability levels in PBL. This dissertation addressed a) scaffolding characteristics (i.e., scaffolding types, delivery method, customization) and their effects on students' perception of optimal challenge in PBL, b) the possibility of virtual learning environments for PBL, and c) the importance of information literacy for successful PBL learning. Specifically, this dissertation demonstrated the effectiveness of scaffolding customization (i.e., fading, adding, and fading/adding) to enhance students' self-directed learning in PBL. Moreover, the effectiveness of scaffolding was greatest when scaffolding customization is self-selected than based on fixed-time interval and their performance. This suggests that it might be important for students to take responsibility for their learning in PBL and individualized and just-in-time scaffolding can be one of the solutions to address K-12 students' difficulties in improving problem-solving skills and adjusting to PBL.

Problem based learning: the effect of real time data on the website to student independence

Science.gov (United States)

Setyowidodo, I.; Pramesti, Y. S.; Handayani, A. D.

2018-05-01

Learning science developed as an integrative science rather than disciplinary education, the reality of the nation character development has not been able to form a more creative and independent Indonesian man. Problem Based Learning based on real time data in the website is a learning method focuses on developing high-level thinking skills in problem-oriented situations by integrating technology in learning. The essence of this study is the presentation of authentic problems in the real time data situation in the website. The purpose of this research is to develop student independence through Problem Based Learning based on real time data in website. The type of this research is development research with implementation using purposive sampling technique. Based on the study there is an increase in student self-reliance, where the students in very high category is 47% and in the high category is 53%. This learning method can be said to be effective in improving students learning independence in problem-oriented situations.

[Discovery-based teaching and learning strategies in health: problematization and problem-based learning].

Science.gov (United States)

Cyrino, Eliana Goldfarb; Toralles-Pereira, Maria Lúcia

2004-01-01

Considering the changes in teaching in the health field and the demand for new ways of dealing with knowledge in higher learning, the article discusses two innovative methodological approaches: problem-based learning (PBL) and problematization. Describing the two methods' theoretical roots, the article attempts to identify their main foundations. As distinct proposals, both contribute to a review of the teaching and learning process: problematization, focused on knowledge construction in the context of the formation of a critical awareness; PBL, focused on cognitive aspects in the construction of concepts and appropriation of basic mechanisms in science. Both problematization and PBL lead to breaks with the traditional way of teaching and learning, stimulating participatory management by actors in the experience and reorganization of the relationship between theory and practice. The critique of each proposal's possibilities and limits using the analysis of their theoretical and methodological foundations leads us to conclude that pedagogical experiences based on PBL and/or problematization can represent an innovative trend in the context of health education, fostering breaks and more sweeping changes.

Learning about “wicked” problems in the Global South. Creating a film-based learning environment with “Visual Problem Appraisal”

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Loes Witteveen

2012-03-01

Full Text Available The current complexity of sustainable development in the Global South calls for the design of learning strategies that can deal with this complexity. One such innovative learning strategy, called Visual Problem Appraisal (VPA, is highlighted in this article. The strategy is termed visual as it creates a learning environment that is film-based. VPA enhances the analysis of complex issues, and facilitates stakeholder dialogue and action planning. The strategy is used in workshops dealing with problem analysis and policy design, and involves the participants “meeting” stakeholders through filmed narratives. The article demonstrates the value of using film in multi stakeholder learning environments addressing issues concerning sustainable development.

An analysis of medical students’ reflective essays in problem-based learning

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Jihyun Si

2018-03-01

Full Text Available Purpose This study aimed to explore students’ learning experience in problem-based learning (PBL particularly in terms of what they learned and how they learned in one Korean medical school by analyzing their reflective essays with qualitative research methods. Methods This study included 44 first-year medical students. They took three consecutive PBL courses and wrote reflective essays 3 times anonymously on the last day of each course. Their reflective essays were analyzed using an inductive content analysis method. Results The coding process yielded 16 sub-categories and these categories were grouped into six categories according to the distinctive characteristics of PBL learning experience: integrated knowledge base, clinical problem solving, collaboration, intrinsic motivation, self-directed learning, and professional attitude. Among these categories, integrated knowledge base (34.68% and professional attitude (2.31% were the categories mentioned most and least frequently. Conclusion The findings of this study provide an overall understanding of the learning experience of Korean medical students during PBL in terms of what they learned and how they learned with rich descriptive commentaries from their perspectives as well as several thoughtful insights to help develop instructional strategies to enhance the effectiveness of PBL.

Investigating Problem-Based Learning Tutorship in Medical and Engineering Programs in Malaysia

Science.gov (United States)

Servant, Virginie F. C.; Dewar, Eleanor F. A.

2015-01-01

Although Malaysia was the first country in Asia to adopt problem-based learning (PBL), the impact that this has had on its tutors remains largely unexplored. This paper details a qualitative study of the changing perceptions of teaching roles in two groups of problem-based learning tutors in two institutional contexts--one in medicine located in…

Problem-Based Learning in Engineering Ethics Courses

Science.gov (United States)

Kirkman, Robert

2016-01-01

I describe the first stages of a process of design research in which I employ problem-based learning in a course in engineering ethics, which fulfills a requirement for students in engineering degree programs. The aim of the course is to foster development of particular cognitive skills contributing to moral imagination, a capacity to notice,…

[E-learning and problem based learning integration in cardiology education].

Science.gov (United States)

Gürpinar, Erol; Zayim, Neşe; Başarici, Ibrahim; Gündüz, Filiz; Asar, Mevlüt; Oğuz, Nurettin

2009-06-01

The aim of this study was to determine students' satisfaction with an e-learning environment which is developed to support classical problem-based learning (PBL) in medical education and its effect on academic achievement. In this cross-sectional study, students were provided with a web-based learning environment including learning materials related to objectives of the subject of PBL module, which could be used during independent study period. The study group comprised of all of the second year students (164 students) of Akdeniz University, Medical Faculty, during 2007-2008 education period. In order to gather data about students' satisfaction with learning environment, a questionnaire was administered to the students. Comparison of students' academic achievement was based on their performance score in PBL exam. Statistical analyses were performed using unpaired t test and Mann Whitney U test. Findings indicated that 72.6% of the students used e-learning practice. There is no statistically significant difference between mean PBL performance scores of users and non-users of e-learning practice (103.58 vs. 100.88) (t=-0.998, p=0.320). It is found that frequent users of e-learning application had statistically significant higher scores than non-frequent users (106.28 vs. 100.59) (t=-2.373, p=0.01). In addition, 72.6% of the students declared they were satisfied with the application. Our study demonstrated that the most of the students use e-learning application and are satisfied with it. In addition, it is observed that e-learning application positively affects the academic achievement of the students. This study gains special importance by providing contribution to limited literature in the area of instructional technology in PBL and Cardiology teaching.

Evaluating potentialities and constrains of Problem Based Learning curriculum

DEFF Research Database (Denmark)

Guerra, Aida

2013-01-01

This paper presents a research design to evaluate Problem Based Learning (PBL) curriculum potentialities and constrains for future changes. PBL literature lacks examples of how to evaluate and analyse established PBL learning environments to address new challenges posed. The research design......) in the curriculum and a mean to choose cases for further case study (third phase)....

Model Integrated Problem Solving Based Learning pada Perkuliahan Dasar-dasar Kimia Analitik

Directory of Open Access Journals (Sweden)

Indarini Dwi Pursitasari

2013-07-01

Full Text Available Abstract: Integrated Problem Solving Based Learning Model on Foundation of Analytical Chemistry. This study was conducted to know the effects of Integrated Problem Solving Based Learning (IPSBL model on problem solving skills and cognitive ability of pre-service teachers. The subjects of the study were 41 pre- service teachers, 21 in the experimental group and 20 in the control group. The data were collected through a test on problem solving skills, a test on cognitive ability, and a questionnaire on the students’opinions on the use of IPSBL model. The quantitative data were analyzed using t-test and one-way ANOVA, and the qualitative data were analyzed by counting the percentage. The results of the study show that the implementation of IPSBL model increased the problem solving skills and cognitive ability of the pre-service teachers . The model was also responded positively by the research subjects. Abstrak: Model Integrated Problem Solving Based learning pada Perkuliahan Dasar-dasar Kimia Analitik. Penelitian ini bertujuan menentukan pengaruh model Integrated Problem Solving Based Learning(IPSBL terhadap peningkatan kemampuan problem solving dan kemampuan kognitif mahasiswa calon guru. Subjek penelitian terdiri dari 21 mahasiswa kelas eksperimen dan 20 mahasiswa kelas kontrol. Data dikumpulkan menggunakan tes kemampuan problem solving, tes kemampuan kognitif, dan angket untuk menjaring pendapat mahasiswa terhadap penggunaan model IPSBL . Data kuantitatif dianalisis denga n uji- t dan Anava dengan bantuan program SPSS 16.0. Data kualitatif dihitung persentasenya. Hasil penelitian menunjukkan bahwa model IPSBL dapat meningkatkan kemampuan problem solving dan kemampuan kognitif serta mendapat tanggapan yang positif dari mahasiswa.

Renewed roles for librarians in problem-based learning in the medical curriculum.

Science.gov (United States)

Mi, Misa

2011-01-01

Problem-based learning (PBL) is a teaching-learning process or method of instruction that is widely used in medical education curricula. Librarians play important roles as facilitators for PBL as well as guides for information resources. Involvement in PBL activities presents unique opportunities to incorporate library resources and instruction into the medical curriculum. This article reviews the problem-based learning method within the conceptual framework of the learning theory of constructivism. It describes how a medical librarian at a U.S. medical school used emerging technologies to facilitate PBL small group case discussions, guide students to quality information resources, and enhance the learning environment for the PBL process.

Introduction to Problem Based Learning for Engineering Education

DEFF Research Database (Denmark)

Moesby, Egon; Rosenørn, Torben

2003-01-01

Documentation material and working papers for the workshop "Introduction to Problem Based Learning for Engineering Education" held at Chiang Mai University, Chiang Mai, Thailand, 6 - 10 October 2003. The material support the workshop where the participants go through a complete pre-planning cycle...

Analysis of mathematical problem-solving ability based on metacognition on problem-based learning

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Mulyono; Hadiyanti, R.

2018-03-01

Problem-solving is the primary purpose of the mathematics curriculum. Problem-solving abilities influenced beliefs and metacognition. Metacognition as superordinate capabilities can direct, regulate cognition and motivation and then problem-solving processes. This study aims to (1) test and analyzes the quality of problem-based learning and (2) investigate the problem-solving capabilities based on metacognition. This research uses mixed method study with The subject research are class XI students of Mathematics and Science at High School Kesatrian 2 Semarang which divided into tacit use, aware use, strategic use and reflective use level. The collecting data using scale, interviews, and tests. The data processed with the proportion of test, t-test, and paired samples t-test. The result shows that the students with levels tacit use were able to complete the whole matter given, but do not understand what and why a strategy is used. Students with aware use level were able to solve the problem, be able to build new knowledge through problem-solving to the indicators, understand the problem, determine the strategies used, although not right. Students on the Strategic ladder Use can be applied and adopt a wide variety of appropriate strategies to solve the issues and achieved re-examine indicators of process and outcome. The student with reflective use level is not found in this study. Based on the results suggested that study about the identification of metacognition in problem-solving so that the characteristics of each level of metacognition more clearly in a more significant sampling. Teachers need to know in depth about the student metacognitive activity and its relationship with mathematical problem solving and another problem resolution.

Using standardized patients versus video cases for representing clinical problems in problem-based learning.

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Yoon, Bo Young; Choi, Ikseon; Choi, Seokjin; Kim, Tae-Hee; Roh, Hyerin; Rhee, Byoung Doo; Lee, Jong-Tae

2016-06-01

The quality of problem representation is critical for developing students' problem-solving abilities in problem-based learning (PBL). This study investigates preclinical students' experience with standardized patients (SPs) as a problem representation method compared to using video cases in PBL. A cohort of 99 second-year preclinical students from Inje University College of Medicine (IUCM) responded to a Likert scale questionnaire on their learning experiences after they had experienced both video cases and SPs in PBL. The questionnaire consisted of 14 items with eight subcategories: problem identification, hypothesis generation, motivation, collaborative learning, reflective thinking, authenticity, patient-doctor communication, and attitude toward patients. The results reveal that using SPs led to the preclinical students having significantly positive experiences in boosting patient-doctor communication skills; the perceived authenticity of their clinical situations; development of proper attitudes toward patients; and motivation, reflective thinking, and collaborative learning when compared to using video cases. The SPs also provided more challenges than the video cases during problem identification and hypotheses generation. SPs are more effective than video cases in delivering higher levels of authenticity in clinical problems for PBL. The interaction with SPs engages preclinical students in deeper thinking and discussion; growth of communication skills; development of proper attitudes toward patients; and motivation. Considering the higher cost of SPs compared with video cases, SPs could be used most advantageously during the preclinical period in the IUCM curriculum.

The Impact of Problem-Based Learning on Iranian EFL Learners’ Speaking Proficiency

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Loghman Ansarian

2016-06-01

Full Text Available The study investigated the effect of problem-based learning through cognition-based tasks on speaking proficiency of Iranian intermediate EFL learners in comparison to the effect of objective-based tasks. To this end, a true experimental research design was employed. Ninety five (N=95 language learners studying at a language institute in the city of Esfahan, Iran were given an IELTS listening and speaking test as the proficiency test and 75 learners were selected. In the next phase of the study, a second IELTS speaking test was administered as the homogeneity test and the pre-test to seventy five (N=75 learners chosen from the population and forty-eight (N=48 homogeneous intermediate learners were selected for the study (i.e., 24 learners in control group and 24 in experimental one. The results of an independent-sample t-test gained from the study proved that not only does implementation of problem-based learning through cognition-based tasks significantly increased intermediate participants’ speaking proficiency, but also it had more positive effect in comparison to objective-based tasks on participants’ speaking proficiency. Therefore, it is suggested that problem-based learning ought to be taken into account by educational scholars, those in charge of syllabus, material producers, language teachers and language learners. Keywords: Cognition-Based Tasks, Objective-Based Tasks, EFL Learners, Speaking Proficiency, Problem-Based Learning

[Problem-based learning in cardiopulmonary resuscitation: basic life support].

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Sardo, Pedro Miguel Garcez; Dal Sasso, Grace Terezinha Marcon

2008-12-01

Descriptive and exploratory study, aimed to develop an educational practice of Problem-Based Learning in CPR/BLS with 24 students in the third stage of the Nursing Undergraduate Course in a University in the Southern region of Brazil. The study used the PBL methodology, focused on problem situations of cardiopulmonary arrest, and was approved by the CONEP. The methodological strategies for data collection, such as participative observation and questionnaires to evaluate the learning, the educational practices and their methodology, allowed for grouping the results in: students' expectations; group activities; individual activities; practical activities; evaluation of the meetings and their methodology. The study showed that PBL allows the educator to evaluate the academic learning process in several dimensions, functioning as a motivating factor for both the educator and the student, because it allows the theoretical-practical integration in an integrated learning process.

Pengembangan perangkat pembelajaran fisika problem based learning melalui kegiatan fieldtrip pada materi energi

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Hatta Yarid

2016-04-01

Abstract This research was aimed to: (1 yield a learning-based problem model of physics learning equipment through a feasible fieldtrip, (2 identify physics learning results in the forms of cognitive aspect, learning interest and learner creative thinking from physics learning implementation with a problem-based learning model through a fieldtrip activity.This was a research and development research. The validation towards learning equipment was conducted by two expert lecturers and learning equipment readable was experimented to the learners. The experimented subject was conducted in XI Senior High School grade numbered 30 learners. Data gathering instrument used  interview guide, questionnaire and observation. Data analysis was conducted by a content analysis and percentage descriptive analysis. It could be concluded that: (1 physics learning equipment was declared feasible with good criteria, (2 learning results in cognitive aspect in the experimental class obtained average of 62.93 and controlled class average of 57.20. The results of learners learning interest in the experimental class had an average of 67.50 and controlled class average was 65.56. While learning result of learner creative thinking was obtained experimental class average of 74.91 and controlled class average of 65.56. Keywords: problem-based learning model, fieldtrip, learning results, cognitive, learning interest, creative thinking, physics learning equipment

Lecture-based versus problem-based learning in ethics education among nursing students.

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Khatiban, Mahnaz; Falahan, Seyede Nayereh; Amini, Roya; Farahanchi, Afshin; Soltanian, Alireza

2018-01-01

Moral reasoning is a vital skill in the nursing profession. Teaching moral reasoning to students is necessary toward promoting nursing ethics. The aim of this study was to compare the effectiveness of problem-based learning and lecture-based methods in ethics education in improving (1) moral decision-making, (2) moral reasoning, (3) moral development, and (4) practical reasoning among nursing students. This is a repeated measurement quasi-experimental study. Participants and research context: The participants were nursing students in a University of Medical Sciences in west of Iran who were randomly assigned to the lecture-based (n = 33) or the problem-based learning (n = 33) groups. The subjects were provided nursing ethics education in four 2-h sessions. The educational content was similar, but the training methods were different. The subjects completed the Nursing Dilemma Test before, immediately after, and 1 month after the training. The data were analyzed and compared using the SPSS-16 software. Ethical considerations: The program was explained to the students, all of whom signed an informed consent form at the baseline. The two groups were similar in personal characteristics (p > 0.05). A significant improvement was observed in the mean scores on moral development in the problem-based learning compared with the lecture-based group (p ethics education enhances moral development among nursing students. However, further studies are needed to determine whether such method improves moral decision-making, moral reasoning, practical considerations, and familiarity with the ethical issues among nursing students.

Computer-assisted learning and simulation systems in dentistry--a challenge to society.

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Welk, A; Splieth, Ch; Wierinck, E; Gilpatrick, R O; Meyer, G

2006-07-01

Computer technology is increasingly used in practical training at universities. However, in spite of their potential, computer-assisted learning (CAL) and computer-assisted simulation (CAS) systems still appear to be underutilized in dental education. Advantages, challenges, problems, and solutions of computer-assisted learning and simulation in dentistry are discussed by means of MEDLINE, open Internet platform searches, and key results of a study among German dental schools. The advantages of computer-assisted learning are seen for example in self-paced and self-directed learning and increased motivation. It is useful for both objective theoretical and practical tests and for training students to handle complex cases. CAL can lead to more structured learning and can support training in evidence-based decision-making. The reasons for the still relatively rare implementation of CAL/CAS systems in dental education include an inability to finance, lack of studies of CAL/CAS, and too much effort required to integrate CAL/CAS systems into the curriculum. To overcome the reasons for the relative low degree of computer technology use, we should strive for multicenter research and development projects monitored by the appropriate national and international scientific societies, so that the potential of computer technology can be fully realized in graduate, postgraduate, and continuing dental education.

Facilitating Adoption of Web Tools for Problem and Project Based Learning Activities

DEFF Research Database (Denmark)

Khalid, Md. Saifuddin; Rongbutsri, Nikorn; Buus, Lillian

2012-01-01

and project based learning. In the area of problem and project based learning, facilitation is the core term and the teacher often has the role as facilitator or moderator instead of a teacher teaching. Technology adoption for learning activities needs facilitation, which is mostly absent. Sustainable......This paper builds on research directions from ‘activity theory’ and ‘learning design’ to provide ‘facilitation’ for students standing within decision making related to selection of web 2.0 tools and university provided web-based applications for supporting students activities within problem...... adoption might be facilitated based on tool appropriation with activities associated with courses and projects. Our mapping of different tools in a framework is reported based on interviews, observations, narratives and survey. A direction towards facilitation process for adoption is discussed as part...

Computer-Assisted English Learning System Based on Free Conversation by Topic

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Choi, Sung-Kwon; Kwon, Oh-Woog; Kim, Young-Kil

2017-01-01

This paper aims to describe a computer-assisted English learning system using chatbots and dialogue systems, which allow free conversation outside the topic without limiting the learner's flow of conversation. The evaluation was conducted by 20 experimenters. The performance of the system based on a free conversation by topic was measured by the…

Effects of problem-based learning vs. traditional lecture on Korean nursing students' critical thinking, problem-solving, and self-directed learning.

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Choi, Eunyoung; Lindquist, Ruth; Song, Yeoungsuk

2014-01-01

Problem-based learning (PBL) is a method widely used in nursing education to develop students' critical thinking skills to solve practice problems independently. Although PBL has been used in nursing education in Korea for nearly a decade, few studies have examined its effects on Korean nursing students' learning outcomes, and few Korean studies have examined relationships among these outcomes. The objectives of this study are to examine outcome abilities including critical thinking, problem-solving, and self-directed learning of nursing students receiving PBL vs. traditional lecture, and to examine correlations among these outcome abilities. A quasi-experimental non-equivalent group pretest-posttest design was used. First-year nursing students (N=90) were recruited from two different junior colleges in two cities (GY and GJ) in South Korea. In two selected educational programs, one used traditional lecture methods, while the other used PBL methods. Standardized self-administered questionnaires of critical thinking, problem-solving, and self-directed learning abilities were administered before and at 16weeks (after instruction). Learning outcomes were significantly positively correlated, however outcomes were not statistically different between groups. Students in the PBL group improved across all abilities measured, while student scores in the traditional lecture group decreased in problem-solving and self-directed learning. Critical thinking was positively associated with problem-solving and self-directed learning (r=.71, and r=.50, respectively, plearning (r=.75, pLearning outcomes of PBL were not significantly different from traditional lecture in this small underpowered study, despite positive trends. Larger studies are recommended to study effects of PBL on critical student abilities. Copyright © 2013 Elsevier Ltd. All rights reserved.

Development and Design of Problem Based Learning Game-Based Courseware

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Chang, Chiung-Sui; Chen, Jui-Fa; Chen, Fei-Ling

2015-01-01

In an educational environment, instructors would always think of ways to provide students with motivational learning materials and efficient learning strategies. Hence, many researchers have proposed that students' problem-solving ability enhances their learning. Problem-solving ability plays an important role for users in dealing with problems…

Students' Perception of Interdisciplinary, Problem-Based Learning in a Food Biotechnology Course

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Ng, Betsy L. L.; Yap, Kueh C.; Hoh, Yin K.

2011-01-01

Abstract: Students' perception of 8 criteria (rationale of the problem; interdisciplinary learning; facilitator asked essential questions; learner's skills; assessments; facilitation procedures; team's use of resources [team collaboration], and facilitator within a problem-based learning context) were assessed for a food biotechnology course that…

Towards a Standard-based Domain-specific Platform to Solve Machine Learning-based Problems

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Vicente García-Díaz

2015-12-01

Full Text Available Machine learning is one of the most important subfields of computer science and can be used to solve a variety of interesting artificial intelligence problems. There are different languages, framework and tools to define the data needed to solve machine learning-based problems. However, there is a great number of very diverse alternatives which makes it difficult the intercommunication, portability and re-usability of the definitions, designs or algorithms that any developer may create. In this paper, we take the first step towards a language and a development environment independent of the underlying technologies, allowing developers to design solutions to solve machine learning-based problems in a simple and fast way, automatically generating code for other technologies. That can be considered a transparent bridge among current technologies. We rely on Model-Driven Engineering approach, focusing on the creation of models to abstract the definition of artifacts from the underlying technologies.

A Novel Approach to Medical Student Peer-assisted Learning Through Case-based Simulations.

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Jauregui, Joshua; Bright, Steven; Strote, Jared; Shandro, Jamie

2018-01-01

Peer-assisted learning (PAL) is the development of new knowledge and skills through active learning support from peers. Benefits of PAL include introduction of teaching skills for students, creation of a safe learning environment, and efficient use of faculty time. We present a novel approach to PAL in an emergency medicine (EM) clerkship curriculum using an inexpensive, tablet-based app for students to cooperatively present and perform low-fidelity, case-based simulations that promotes accountability for student learning, fosters teaching skills, and economizes faculty presence. We developed five clinical cases in the style of EM oral boards. Fourth-year medical students were each assigned a unique case one week in advance. Students also received an instructional document and a video example detailing how to lead a case. During the 90-minute session, students were placed in small groups of 3-5 students and rotated between facilitating their assigned cases and participating as a team for the cases presented by their fellow students. Cases were supplemented with a half-mannequin that can be intubated, airway supplies, and a tablet-based app (SimMon, $22.99) to remotely display and update vital signs. One faculty member rotated among groups to provide additional assistance and clarification. Three EM faculty members iteratively developed a survey, based on the literature and pilot tested it with fourth-year medical students, to evaluate the course. 135 medical students completed the course and course evaluation survey. Learner satisfaction was high with an overall score of 4.6 on a 5-point Likert scale. In written comments, students reported that small groups with minimal faculty involvement provided a safe learning environment and a unique opportunity to lead a group of peers. They felt that PAL was more effective than traditional simulations for learning. Faculty reported that students remained engaged and required minimal oversight. Unlike other simulations, our

Blended learning as a solution to practice-related problems in vocational schools

DEFF Research Database (Denmark)

Kjærgaard, Hanne Wacher; Duch, Henriette Skjærbæk; Mark, Lene

Four different types of vocational schools have experimented with blended learning as a way of dealing with problems faced in their students’ theoretical and practical training and the interplay between these. A large part of this has involved the need for differentiated teaching...... as will be illustrated through selected cases. The foci of the cases are: •How can students be part of school-based teaching and learning during periods of practical training? •How can authentic practice be brought into school-based practical training? •How may blended learning assist and support students who...... are otherwise challenged in terms of meeting the prescribed competence goals? Methodologically, scenarios have been employed as a tool for defining the practice-related problems teachers meet in their practice and describing ways in which blended learning may present solutions. Subsequently, the solutions have...

Enhancing students' learning in problem based learning: validation of a self-assessment scale for active learning and critical thinking.

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Khoiriyah, Umatul; Roberts, Chris; Jorm, Christine; Van der Vleuten, C P M

2015-08-26

Problem based learning (PBL) is a powerful learning activity but fidelity to intended models may slip and student engagement wane, negatively impacting learning processes, and outcomes. One potential solution to solve this degradation is by encouraging self-assessment in the PBL tutorial. Self-assessment is a central component of the self-regulation of student learning behaviours. There are few measures to investigate self-assessment relevant to PBL processes. We developed a Self-assessment Scale on Active Learning and Critical Thinking (SSACT) to address this gap. We wished to demonstrated evidence of its validity in the context of PBL by exploring its internal structure. We used a mixed methods approach to scale development. We developed scale items from a qualitative investigation, literature review, and consideration of previous existing tools used for study of the PBL process. Expert review panels evaluated its content; a process of validation subsequently reduced the pool of items. We used structural equation modelling to undertake a confirmatory factor analysis (CFA) of the SSACT and coefficient alpha. The 14 item SSACT consisted of two domains "active learning" and "critical thinking." The factorial validity of SSACT was evidenced by all items loading significantly on their expected factors, a good model fit for the data, and good stability across two independent samples. Each subscale had good internal reliability (>0.8) and strongly correlated with each other. The SSACT has sufficient evidence of its validity to support its use in the PBL process to encourage students to self-assess. The implementation of the SSACT may assist students to improve the quality of their learning in achieving PBL goals such as critical thinking and self-directed learning.

The Use of Problem-Based Learning Model to Improve Quality Learning Students Morals

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Nurzaman

2017-01-01

Model of moral cultivation in MTsN Bangunharja done using three methods, classical cultivation methods, extra-curricular activities in the form of religious activities, scouting, sports, and Islamic art, and habituation of morals. Problem base learning models in MTsN Bangunharja applied using the following steps: find the problem, define the…

Design of Intelligent Robot as A Tool for Teaching Media Based on Computer Interactive Learning and Computer Assisted Learning to Improve the Skill of University Student

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Zuhrie, M. S.; Basuki, I.; Asto B, I. G. P.; Anifah, L.

2018-01-01

The focus of the research is the teaching module which incorporates manufacturing, planning mechanical designing, controlling system through microprocessor technology and maneuverability of the robot. Computer interactive and computer-assisted learning is strategies that emphasize the use of computers and learning aids (computer assisted learning) in teaching and learning activity. This research applied the 4-D model research and development. The model is suggested by Thiagarajan, et.al (1974). 4-D Model consists of four stages: Define Stage, Design Stage, Develop Stage, and Disseminate Stage. This research was conducted by applying the research design development with an objective to produce a tool of learning in the form of intelligent robot modules and kit based on Computer Interactive Learning and Computer Assisted Learning. From the data of the Indonesia Robot Contest during the period of 2009-2015, it can be seen that the modules that have been developed confirm the fourth stage of the research methods of development; disseminate method. The modules which have been developed for students guide students to produce Intelligent Robot Tool for Teaching Based on Computer Interactive Learning and Computer Assisted Learning. Results of students’ responses also showed a positive feedback to relate to the module of robotics and computer-based interactive learning.

PENINGKATAN SELF-REGULATED LEARNING SKILLS MAHASISWA PADA MATA KULIAH AKUNTANSI PENGANTAR MELALUI PROBLEM-BASED LEARNING

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Andian Ari Istiningrum

2017-02-01

Full Text Available Abstrak: Penelitian ini bertujuan untuk mengetahui: (i peningkatan self-regulated learning skills (SRL melalui implementasi problem-based learning (PBL dan (ii peningkatan kemampuan dosen pelaksana dalam mengimplementasikan PBL. Penelitian ini merupakan lesson study terbagi atas dua siklus dimana masing-masing siklus terdiri atas tahap plan, do, dan see.Subjek penelitian adalah mahasiswa Akuntansi Universitas Negeri Yogyakarta semester pertama yang mengambil mata kuliah Akuntansi Pengantar sebanyak 35 mahasiswa. Data mengenai SRL dikumpulkan dengan angket yang diisi mahasiswa, sedangkan data mengenai implementasi PBL oleh dosen pelaksana dikumpulkan dengan lembar observasi yang diisi oleh mahasiswa dan anggota timlesson study. Data dianalisis secara deskriptif kualitatif dan kuantitatif. Hasil penelitian menunjukkan bahwa (i PBL mampu meningkatkan SRL mahasiswa walaupun tingkat ketercapaiannya masih belum optimal, dan (ii kemampuan dosen pelaksana dalam melaksanakan PBL meningkat dengan tingkat ketercapaian yang optimal. IMPROVING STUDENTS’ SELF-REGULATED LEARNING SKILLS IN THE INTRODUCTION TO ACCOUNTING COURSE THROUGH PROBLEM-BASED LEARNING Abstract: This study aims to reveal (i the improvement of self-regulated learning skills (SRL through problem-based learning (PBL, and (ii the improvement of lecturers’ performance in implementing PBL. To achieve these purposes, a lesson study with two cycles was conducted. Each cycle consisted of plan phase, do phase, and see phase. The study was conducted to the 1 semester Accounting Students at Yogyakarta State University who attended the Introduction to Accounting course. There were 35 students as the research subjects. The sampling technique used to collect data regarding SRL was questionnaires which were filled out by the students; while the data regarding the lecturer’s performance was collected by observation sheets that were filled out by students and members of lesson study group. The study

Problem based learning in acoustics at Aalborg University

DEFF Research Database (Denmark)

Hammershøi, Dorte; Ordoñez, Rodrigo Pizarro; Christensen, Flemming

2010-01-01

in the project work, or are defining for the candidate's professional profile. This presentation gives an overview of Problem Based Learning organized in groups in the M. Sc. in Acoustics program of Aalborg University. Examples of projects and course activities are presented to illustrate the relation...

Blended Learning and Problem Based Learning in a multinational and multidisciplinary setting

DEFF Research Database (Denmark)

Pedersen, Jens Myrup; Lazaro, José; Mank, Lea

2017-01-01

, and a project part where the students work in groups across nationalities and disciplines on real-world Projects posed by companies. This paper presents the evaluations carried out by all participating students, and discusses the experiences with the different learning components including different features...... of the Learning Management System Moodle, which was used for the modules. Moreover, it introduces the concept of just-in-time resources for Problem Based Learning, where we tackle the challenge of providing the students with methods and tools to be used in the projects just when they need it....

Supporting teachers integrating web 2.0 in a Problem Based Learning approach

DEFF Research Database (Denmark)

Buus, Lillian

2010-01-01

Based on theoretical and methodological considerations within problem-based learning (PBL), web 2.0 technologies and learning designs, the article try to illustrate a design model for supporting teachers in their learning design trying to integrate web 2.0 technologies into their PBL approach...... that a transition from curriculum-based teaching to PBL entails a movement from a teacher-centered approach to a learner-centered approach [4],[5]. This move can in many ways be compared to the conceptual move from web 1.0 to web 2.0 that by some is seen as a transition from ‘users/learners as consumers’ towards...... ‘users/learners as producers’ [6]. Consequently, it makes good sense to connect Web 2.0 with a problem-based approach to learning. Therefore it’s interesting to look upon a learning design model supporting teachers at AAU in their pedagogical design combining these two. The Collaborative E...

Using Problem Based Learning and Game Design to motivate Non-technical Students to engage in Technical Learning

DEFF Research Database (Denmark)

Reng, Lars; Schoenau-Fog, Henrik

2010-01-01

technology, a broader segment of students are consequently enrolled. One of the challenges of these new educations is to motivate the artistic minded students in learning the technical aspects of the curriculum, as they need these qualifications to work in the industry. At Aalborg University’s department...... have engaged and motivated artistic students to learn technical topics on their own....... of Medialogy, we employ problem based learning and game design to engage these students in learning the technical elements. This paper will describe our approach and exemplify the method by introducing various examples of student projects, where the interest in game design combined with problem based learning...

Virtual microscopy system at Chinese medical university: an assisted teaching platform for promoting active learning and problem-solving skills.

Science.gov (United States)

Tian, Yanping; Xiao, Wengang; Li, Chengren; Liu, Yunlai; Qin, Maolin; Wu, Yi; Xiao, Lan; Li, Hongli

2014-04-09

Chinese medical universities typically have a high number of students, a shortage of teachers and limited equipment, and as such histology courses have been taught using traditional lecture-based formats, with textbooks and conventional microscopy. This method, however, has reduced creativity and problem-solving skills training in the curriculum. The virtual microscope (VM) system has been shown to be an effective and efficient educational strategy. The present study aims to describe a VM system for undergraduates and to evaluate the effects of promoting active learning and problem-solving skills. Two hundred and twenty-nine second-year undergraduate students in the Third Military Medical University were divided into two groups. The VM group contained 115 students and was taught using the VM system. The light microscope (LM) group consisted of 114 students and was taught using the LM system. Post-teaching performances were assessed by multiple-choice questions, short essay questions, case analysis questions and the identification of structure of tissue. Students' teaching preferences and satisfaction were assessed using questionnaires. Test scores in the VM group showed a significant improvement compared with those in the LM group (p 0.05); however, there were notable differences in the mean score rate of case analysis questions and identification of structure of tissue (p effects of the VM system in terms of additional learning resources, critical thinking, ease of communication and confidence. The VM system is an effective tool at Chinese medical university to promote undergraduates' active learning and problem-solving skills as an assisted teaching platform.

Fourth Issue of the Journal of Problem Based Learning in Higher Education

DEFF Research Database (Denmark)

Davidsen, Jacob; Ryberg, Thomas

2015-01-01

We are pleased to introduce the fourth issue of the Journal of Problem Based Learning in Higher Education. Current issue is composed of five research papers and two PBL cases. These address different aspects of PBL in higher education as and represent an international experiences and knowledge...... with contributions from Brazil, Denmark, Germany and Morocco. The first three papers and the two cases touch upon the role of the teacher in facilitating problem based learning processes. These papers address the complex questions of how teachers can actually implement and teach PBL to students. The fourth paper...... a diverse set of aspects related to research in Problem Based Learning: teachers and supervisors roles, implementation of PBL curricular, assessment formats supporting PBL and new advances in combining technology and PBL....

Using computer-assisted learning to engage diverse learning styles in understanding business management principles.

Science.gov (United States)

Frost, Mary E; Derby, Dustin C; Haan, Andrea G

2013-01-01

Objective : Changes in small business and insurance present challenges for newly graduated chiropractors. Technology that reaches identified, diverse learning styles may assist the chiropractic student in business classes to meet course outcomes better. Thus, the purpose of our study is to determine if the use of technology-based instructional aids enhance students' mastery of course learning outcomes. Methods : Using convenience sampling, 86 students completed a survey assessing course learning outcomes, learning style, and the helpfulness of lecture and computer-assisted learning related to content mastery. Quantitative analyses occurred. Results : Although respondents reported not finding the computer-assisted learning as helpful as the lecture, significant relationships were found between pre- and post-assisted learning measures of the learning outcomes 1 and 2 for the visual and kinesthetic groups. Surprisingly, however, all learning style groups exhibited significant pre- and post-assisted learning appraisal relationships with learning outcomes 3 and 4. Conclusion : While evidence exists within the current study of a relationship between students' learning of the course content corollary to the use of technologic instructional aids, the exact nature of the relationship remains unclear.

Adopting Problem-Based Learning in Criminology and Criminal Justice Education

Directory of Open Access Journals (Sweden)

Dae-Young Kim

2014-06-01

Full Text Available While problem-based learning (PBL has been successfully used in many disciplines for over 30 years, it has not yet been widely adopted by criminal justice instructors. It is a student-centered curriculum that empowers undergraduate students to decide what they learn and to apply their knowledge and skills while solving real-world problems in relevant and authentic contexts. The present study provides an overview of PBL and empirical evidence for the effectiveness of problem-based instruction in many disciplines. This article offers theoretical foundations for adopting PBL in the study of crime and criminal justice. Finally, for scaffolding instructors striving to implement PBL, this article describes possible formats of implementation and also identifies the challenges new PBL instructors may encounter during application and provides specific recommendations.

Problem Based Learning for engineering.

Science.gov (United States)

Kumar, Dinesh; Radcliffe, Pj

2017-07-01

the role of Problem Based Learning (PBL) is relative clear in domains such as medicine but its efficacy in engineering is as yet less certain. To clarify the role of PBL in engineering, a 3 day workshop was conducted for senior Brazilian engineering academics where they were given the theory and then an immersive PBL experience. One major purpose for running this workshop was for them to identify suitable courses where PBL could be considered. During this workshop, they were split in teams and given a diverse range of problems. At the conclusion of the workshop, a quantifiable survey was conducted and the results show that PBL can deliver superior educational outcomes providing the student group is drawn from the top 5% of the year 12 students, and that significantly higher resources are made available. Thus, any proposed PBL program in engineering must be able to demonstrate that it can meet these requirements before it can move forward to implementation.

Problem-Based Learning in Communication Systems: Student Perceptions and Achievement

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Mitchell, John E.; Canavan, Brian; Smith, Jan

2010-01-01

The paper presents a curriculum design for, and subsequent evaluation of, a communications systems course using problem-based learning (PBL) as the instructional methodology. It details the rationale for implementing PBL as well as reporting intended learning outcomes and assessing the students' achievements. (Contains 2 figures and 4 tables.)

Problem-based learning through field investigation: Boosting questioning skill, biological literacy, and academic achievement

Science.gov (United States)

Suwono, Hadi; Wibowo, Agung

2018-01-01

Biology learning emphasizes problem-based learning as a learning strategy to develop students ability in identifying and solving problems in the surrounding environment. Problem identification skills are closely correlated with questioning skills. By holding this skill, students tend to deliver a procedural question instead of the descriptive one. Problem-based learning through field investigation is an instruction model which directly exposes the students to problems or phenomena that occur in the environment, and then the students design the field investigation activities to solve these problems. The purpose of this research was to describe the improvement of undergraduate biology students on questioning skills, biological literacy, and academic achievement through problem-based learning through field investigation (PBFI) compared with the lecture-based instruction (LBI). This research was a time series quasi-experimental design. The research was conducted on August - December 2015 and involved 26 undergraduate biology students at the State University of Malang on the Freshwater Ecology course. The data were collected during the learning with LBI and PBFI, in which questioning skills, biological literacy, and academic achievement were collected 3 times in each learning model. The data showed that the procedural correlative and causal types of questions are produced by the students to guide them in conducting investigations and problem-solving in PBFI. The biological literacy and academic achievement of the students at PBFI are significantly higher than those at LBI. The results show that PBFI increases the questioning skill, biological literacy, and the academic achievement of undergraduate biology students.

Fostering Critical Thinking Skills in Students with Learning Disabilities through Online Problem-Based Learning

Science.gov (United States)

Flynn, Kathleen

2014-01-01

As a pedagogical approach, problem-based learning (PBL) has shown success for average and gifted students (HmeloSiver, 2004) and there are numerous incentives for its implementation in online learning environments (Savid-Baden, 2007; Chernobilsky, Nagarajan, & Hmelo-Silver, 2005). However, little research has been conducted regarding the…

Addressing Cultural Diversity: Effects of a Problem-Based Intercultural Learning Unit

Science.gov (United States)

Busse, Vera; Krause, Ulrike-Marie

2015-01-01

This article explores to what extent a problem-based learning unit in combination with cooperative learning and affectively oriented teaching methods facilitates intercultural learning. As part of the study, students reflected on critical incidents, which display misunderstandings or conflicts that arise as a result of cultural differences. In…

Problem-based Learning (PBL in Sociolinguistics as a Way of Encouraging Active Learning

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Engku Ibrahim Engku Haliza

2018-01-01

Full Text Available The major concern of this paper is to advocate the integration of PBL strategies in classroom instruction as a way of promoting active learning. It is undoubted that the benefits of problem-based learning (PBL are numerous. In the sciences, PBL has been well integrated in the curriculum. This research reports of an experience of integrating problem-based learning in an introductory Sociolinguistics course for 60 undergraduates of a Bachelors of English programme through a semester that ran for 14 weeks. A focused group interview and questionnaire were used to find out the perceptions of the students undergoing the hybrid PBL course. The findings of this study reveal that students generally enjoyed the PBL approach and found that they had little choice but to become active learners. Some challenges faced by the learners were also highlighted. These findings have implications for the integration of PBL in the field of social sciences.

Student Perceptions of Team-based Learning vs Traditional Lecture-based Learning.

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Frame, Tracy R; Cailor, Stephanie M; Gryka, Rebecca J; Chen, Aleda M; Kiersma, Mary E; Sheppard, Lorin

2015-05-25

To evaluate pharmacy student perceptions of team-based learning (TBL) vs traditional lecture-based learning formats. First professional year pharmacy students (N=111) at two universities used TBL in different courses during different semesters (fall vs spring). Students completed a 22-item team perceptions instrument before and after the fall semester. A 14-item teaching style preference instrument was completed at the end of the spring semester. Data were analyzed using Wilcoxon signed rank test and Mann-Whitney U test. Students who experienced TBL in the fall and went back to traditional format in the spring reported improved perceptions of teams and preferred TBL format over a traditional format more than students who experienced a traditional format followed by TBL. Students at both universities agreed that the TBL format assists with critical-thinking, problem-solving, and examination preparation. Students also agreed that teams should consist of individuals with different personalities and learning styles. When building teams, faculty members should consider ways to diversify teams by considering different views, perspectives, and strengths. Offering TBL early in the curriculum prior to traditional lecture-based formats is better received by students, as evidenced by anecdotal reports from students possibly because it allows students time to realize the benefits and assist them in building teamwork-related skills.

Effects of problem-based learning by learning style in medical education.

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Chae, Su-Jin

2012-12-01

Although problem-based learning (PBL) has been popularized in many colleges, few studies have analyzed the relationship between individual differences and PBL. The purpose of this study was to analyze the relationship between learning style and the perception on the effects of PBL. Grasha-Riechmann Student Learning Style Scales was used to assess the learning styles of 38 students at Ajou University School of Medicine who were enrolled in a respiratory system course in 2011. The data were analyzed by regression analysis and Spearman correlation analysis. By regression analysis, dependent beta=0.478) and avoidant styles (beta=-0.815) influenced the learner's satisfaction with PBL. By Spearman correlation analysis, there was significant link between independent, dependent, and avoidant styles and the perception of the effect of PBL. There are few significant relationships between learning style and the perception of the effects of PBL. We must determine how to teach students with different learning styles and the factors that influence PBL.

Comparing Problem-Based Learning Students to Students in a Lecture-Based Curriculum: Learning Strategies and the Relation with Self-Study Time

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Wijnen, Marit; Loyens, Sofie M. M.; Smeets, Guus; Kroeze, Maarten; van der Molen, Henk

2017-01-01

In educational theory, deep processing (i.e., connecting different study topics together) and self-regulation (i.e., taking control over one's own learning process) are considered effective learning strategies. These learning strategies can be influenced by the learning environment. Problem-based learning (PBL), a student-centered educational…

Problem-Based Learning in a General Psychology Course.

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Willis, Sandra A.

2002-01-01

Describes the adoption of problem-based learning (PBL) techniques in a general psychology course. States that the instructor used a combination of techniques, including think-pair-share, lecture/discussion, and PBL. Notes means and standard deviations for graded components of PBL format versus lecture/discussion format. (Contains 18 references.)…

Teaching Agile Software Engineering Using Problem-Based Learning

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El-Khalili, Nuha H.

2013-01-01

Many studies have reported the utilization of Problem-Based Learning (PBL) in teaching Software Engineering courses. However, these studies have different views of the effectiveness of PBL. This paper presents the design of an Advanced Software Engineering course for undergraduate Software Engineering students that uses PBL to teach them Agile…

The Effectiveness of Problem-Based Learning on Teaching the First Law of Thermodynamics

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Tatar, Erdal; Oktay, Munir

2011-01-01

Background: Problem-based learning (PBL) is a teaching approach working in cooperation with self-learning and involving research to solve real problems. The first law of thermodynamics states that energy can neither be created nor destroyed, but that energy is conserved. Students had difficulty learning or misconceptions about this law. This study…

[Problem-based learning, a comparison in the acquisition of transversal competencies].

Science.gov (United States)

González Pascual, Juan Luis; López Martin, Inmaculada; Toledo Gómez, David

2009-01-01

In the European Higher Education Area (EEES in Spanish reference), a change in the pedagogical model has occurred: from teaching centered on the figure of the professor to learning centered on students, from an integral perspective. This learning must bring together the full set of competencies included in the program requirements necessary to obtain a degree. The specific competencies characterize a profession and distinguish one from others. The transversal competencies surpass the limits of one particular discipline to be potentially developed in all; these are subdivided in three types: instrumental, interpersonal and systemic. The authors describe and compare the acquisition of transversal competencies connected to students' portfolios and Problem-based Learning as pedagogical methods from the perspective of second year nursing students at the European University in Madrid during the 2007-8 academic year To do so, the authors carried out a transversal descriptive study; data was collected by a purpose-made questionnaire the authors developed which they based on the transversal competencies of the Tuning Nursing Project. Variables included age, sex, pedagogical method, perception on acquisition of those 24 competencies by means of a Likert Scale. U de Mann-Whitney descriptive and analytical statistics. The authors conclude that the portfolio and Problem-based Learning are useful pedagogical methods for acquiring transversal competencies; these results coincide with those of other studies. Comparing both methods, the authors share the opinion that the Problem-based Learning method could stimulate the search for information better than the portfolio method.

Power, Democracy and Problem-Based Learning

DEFF Research Database (Denmark)

Du, Xiangyun; Stentoft, Diana; Dahms, Mona-Lisa

2007-01-01

  Problem Based Learning (PBL) as an educational approach has been increasingly applied in educational settings around the world. Given that PBL - as well as any other educational approach - is rooted in a given cultural context and thus carries the ‘fingerprint' of the specific context......, an interesting question is: To which extent is PBL a universally applicable approach to teaching and learning, i.e. an approach which can be implemented successfully to all times and in all societies, independent of differences in social, cultural, political and economic contexts? With this question...... participants are teachers involved in technical education, who have an interest in initiating changes towards PBL in their institutions and/or in their educational practices. The participants are located in various parts of the world and thus bring diverse experiences to the course and the MPBL programme...

Zoology Students' Experiences of Collaborative Enquiry in Problem-Based Learning

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Harland, Tony

2002-01-01

This paper presents an action-research case study that focuses on experiences of collaboration in a problem-based learning (PBL) course in Zoology. Our PBL model was developed as a research activity in partnership with a commercial organisation. Consequently, learning was grounded in genuine situations of practice in which a high degree of…

Portraits of Middle School Students Constructing Evidence-Based Arguments during Problem-Based Learning: The Impact of Computer-Based Scaffolds

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Belland, Brian R.

2010-01-01

A critical step in problem-based learning (PBL) units occurs when groups present their solution to the central problem. This is challenging for middle school students because it involves the creation of an evidence-based argument (Krajcik et al., "Journal of the Learning Sciences" 7:313-350, 1998). Using a mixed method design, this study…

Enhancing students' learning in problem based learning: validation of a self-assessment scale for active learning and critical thinking

NARCIS (Netherlands)

Khoiriyah, U.; Roberts, C.; Jorm, C.; Vleuten, C.P. van der

2015-01-01

BACKGROUND: Problem based learning (PBL) is a powerful learning activity but fidelity to intended models may slip and student engagement wane, negatively impacting learning processes, and outcomes. One potential solution to solve this degradation is by encouraging self-assessment in the PBL

Problem-Based Learning for Production and Operations Management

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Kanet, John J.; Barut, Mehmet

2003-01-01

In this paper, we describe our application of "problem-based learning" in the teaching of production/operations management. We describe a study of the effectiveness of this approach and present the results and analysis of this study. We provide a collection of our experiences in using this method and conclude with some general…

A problem-based learning curriculum for occupational therapy education.

Science.gov (United States)

Royeen, C B

1995-04-01

To prepare practitioners and researchers who are well equipped to deal with the inevitable myriad changes in health care and in society coming in the 21st century, a new focus is needed in occupational therapy education. In addition to proficiency in clinical skills and technical knowledge, occupational therapy graduates will need outcome competencies underlying the skills of critical reflection. In this article, the author presents (a) the rationale for the need for change in occupational therapy education, (b) key concepts of clinical reasoning and critical reflection pertaining to the outcome such change in occupational therapy education should address, (c) problem-based learning as a process and educational method to prepare occupational therapists in these competencies, and (d) the experience of the Program in Occupational Therapy at Shenandoah University in Winchester, Virginia, in implementing a problem-based learning curriculum.

The process of problem-based learning: what works and why.

Science.gov (United States)

Schmidt, Henk G; Rotgans, Jerome I; Yew, Elaine H J

2011-08-01

In this review, we portray the process of problem-based learning (PBL) as a cognitive endeavour whereby the learner constructs mental models relevant to problems. Two hypotheses are proposed to explain how learning is driven in PBL; an activation-elaboration hypothesis and a situational interest hypothesis. Research relevant to these hypotheses is discussed. In addition, research studying the effects of various support strategies used in PBL is reviewed. Finally, we summarise a number of recent studies in which a new 'micro-analytical' methodology was used to trace the process of PBL in the natural classroom setting. We conclude that there is considerable support for the idea that PBL works because it encourages the activation of prior knowledge in the small-group setting and provides opportunities for elaboration on that knowledge. These activities facilitate the comprehension of new information related to the problem and enhance its long-term memorability. In addition, there is evidence that problems arouse situational interest that drives learning. Flexible scaffolding provided by cognitively and socially congruent tutors also seems to be reasonably effective, as opposed to 'hard' scaffolding represented by, for instance, worksheets or questions added to problems. Small-group work protects against dropout and encourages students to study regularly. Initially, students do not study much beyond the learning issues generated; the development of personal agency in self-study needs time to develop. The extent of learning in PBL results from neither group collaboration only (the social constructivist point of view) nor individual knowledge acquisition only; both activities contribute equally to learning in PBL. © Blackwell Publishing Ltd 2011.

Problem-based learning in an on-line biotechnology course

Science.gov (United States)

Cheaney, James Daniel

Problem-based learning (PBL) is a pedagogical tool that uses a "real world" problem or situation as a context for learning. PBL encourages student development of critical thinking skills, a high professional competency, problem-solving ability, knowledge acquisition, the ability to work productively as a team member and make decisions in unfamiliar situations, and the acquisition of skills that support self-directed life-long learning, metacognition, and adaptation to change. However, little research has focused on the use of PBL in on-line "virtual" classes. We conducted two studies exploring the use of PBL in an on-line biotechnology course. In the first study, ethical, legal, social, and human issues were used as a motivation for learning about DNA testing technologies, applications, and bioethical issues. In the second study, we combined PBL pedagogy with a rich multimedia environment of streaming video interviews, physical artifacts, and extensive links to articles and databases to create a multidimensional immersive PBL environment called "Robert's World". In "Robert's World", a man is determining whether to undergo a pre-symptomatic DNA test for an untreatable, incurable, fatal genetic disease for which he has a family history. In both studies, design and implementation issues of the on-line PBL environment are discussed, as are differences between on-line PBL and face-to-face PBL. Both studies provide evidence to suggest that PBL stimulates higher-order learning in students. However, in both studies, student performance on an exam testing acquisition of lower-order factual learning was lower for PBL students than for students who learned the same material through a traditional lecture-based approach. Possible reasons for this lower level of performance are explored. Student feedback expressed engagement with the issues and material covered, with reservations about some aspects of the PBL format, such as the lack of flexibility provided in cooperative

Problem-based learning in laboratory medicine resident education: a satisfaction survey.

Science.gov (United States)

Lepiller, Quentin; Solis, Morgane; Velay, Aurélie; Gantner, Pierre; Sueur, Charlotte; Stoll-Keller, Françoise; Barth, Heidi; Fafi-Kremer, Samira

2017-04-01

Theoretical knowledge in biology and medicine plays a substantial role in laboratory medicine resident education. In this study, we assessed the contribution of problem-based learning (PBL) to improve the training of laboratory medicine residents during their internship in the department of virology, Strasbourg University Hospital, France. We compared the residents' satisfaction regarding an educational program based on PBL and a program based on lectures and presentations. PBL induced a high level of satisfaction (100%) among residents compared to lectures and presentations (53%). The main advantages of this technique were to create a situational interest regarding virological problems, to boost the residents' motivation and to help them identify the most relevant learning objectives in virology. However, it appears pertinent to educate the residents in appropriate bibliographic research techniques prior to PBL use and to monitor their learning by regular formative assessment sessions.

Self-Regulation and Problem Solving Ability in 7E-Learning Cycle Based Goal Orientation

Science.gov (United States)

Mulyono; Noor, N. L.

2017-04-01

Goal orientation differences between mastery goals and performance goals can be a cause of high and low self-regulation and problem-solving abilities. To overcome these problems applied 7E-learning cycle in which students learn and develop ways to optimise the power of reason through the learning phase elicit, engage, explore, explain, elaborate, evaluate, and extend. This study aimed to test the effectiveness of learning by 7E-learning cycle and describe self-regulation and mathematics problem solving based on goal-orientation after the implementation 7E-learning cycle. This study used mix method design with research subject is graders XII sciences MA NU Nurul Ulum Jekulo Kudus which divided into goal orientation is mastery goal and performance goal. The independent variable of this research is learning model, while the dependent variable is problem solving and self-regulation. Then, collecting data using scale, interviews and tests. The data processed with the proportion of test, t-test, paired samples t-test, and Normality-gain. The results show problem-solving abilities of students through 7E-learning cycle the average of mathematical problem-solving capability class, self-regulation at 7E-learning cycle is better than the traditional model study. The problem-solving skills at 7E-learning cycle are better than the traditional model study, there is an increase in self-regulation through 7E-learning cycle of 0.4 (medium), and there is an increased problem-solving ability through 7E-learning cycle by 0.79 (high). Based on the qualitative analysis, self-regulation and problem-solving ability after the implementation of 7E-learning cycle students of a mastery goal group are better than the performance goal team. It is suggested to implement 7E-learning cycle to improve self-regulation and problem-solving ability as well as directing and fostering mastery goal on the student in the learning process.

Technology-Enhanced Problem-Based Learning Methodology in Geographically Dispersed Learners of Tshwane University of Technology

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Sibitse M. Tlhapane

2010-03-01

Full Text Available Improving teaching and learning methodologies is not just a wish but rather strife for most educational institutions globally. To attain this, the Adelaide Tambo School of Nursing Science implemented a Technology-enhanced Problem-Based Learning methodology in the programme B Tech Occupational Nursing, in 2006. This is a two-year post-basic nursing program. The students are geographically dispersed and the curriculum design is the typically student-centred outcomes-based education. The research question posed by this paper is: How does technology-enhanced problem-based learning enhance student-centred learning, thinking skills, social skills and social space for learners? To answer the above question, a case study with both qualitative and quantitative data was utilised. The participants consisted of all students registered for the subject Occupational Health level 4. The sample group was chosen from willing participants from the Pretoria, eMalahleni and Polokwane learning sites, using the snowball method. This method was seen as appropriate due to the timing of the study. Data was collected using a questionnaire with both open and closed-ended questions. An analyses of the students‟ end of year examination was also done, including a comparison of performances by students on technology enhanced problem-based learning and those on problem-based learning only. The findings revealed that with Technology-enhanced Problem Based Learning (PBL, students‟ critical thinking, problem solving, and social skills improved and that social space was enhanced. This was supported by improved grades in students‟ on Technology-enhanced PBL as compared to those on PBL only.

Case study of a problem-based learning course of physics in a telecommunications engineering degree

Science.gov (United States)

Macho-Stadler, Erica; Jesús Elejalde-García, Maria

2013-08-01

Active learning methods can be appropriate in engineering, as their methodology promotes meta-cognition, independent learning and problem-solving skills. Problem-based learning is the educational process by which problem-solving activities and instructor's guidance facilitate learning. Its key characteristic involves posing a 'concrete problem' to initiate the learning process, generally implemented by small groups of students. Many universities have developed and used active methodologies successfully in the teaching-learning process. During the past few years, the University of the Basque Country has promoted the use of active methodologies through several teacher training programmes. In this paper, we describe and analyse the results of the educational experience using the problem-based learning (PBL) method in a physics course for undergraduates enrolled in the technical telecommunications engineering degree programme. From an instructors' perspective, PBL strengths include better student attitude in class and increased instructor-student and student-student interactions. The students emphasised developing teamwork and communication skills in a good learning atmosphere as positive aspects.

Moodle supporting problem-based, project-organized learning at Aalborg University

DEFF Research Database (Denmark)

Buus, Lillian; Møller, Brian; Enevoldsen, Lars Peter

and efficient learning model and a trademark of Aalborg University. In 2008 some study programs started using Moodle as their learning platform. In 2011 it was decided that Moodle should be the official learning management system for Aalborg University on-campus. At the presentation we would like to share some...... of the challenges we have encountered when implementing Moodle at Aalborg University whilst keeping the problem-based, project-organized model as the pedagogical foundation....

The Effectiveness of Problem Based Learning (PBL) on Intermediate Financial Accounting Subject

OpenAIRE

Nunuk Suryanti

2016-01-01

This research aims to know the effectiveness of Problem Based Learning (PBL) Model comparing to Drill Model on Intermediate Financial Accounting subject. The research was a quasi-experimental research. Population was four classes of Accounting Education students in the year of 2014/2015 at Faculty of Educational Science and Teaching of Riau Islamic University (UIR). Sample was taken by using purposive sampling. Then, it used Problem Based Learning (PBL) at experimental class and Drill Model a...

The Model of Problem Based Learning in Practice: Evidence from Aalborg University

DEFF Research Database (Denmark)

Turcan, Romeo V.

into practice when they go through solving such problems. At the end of the day, the PBL based teaching is assessed based on the success of the problems solved, e.g., in the form of solution(s) provided, their creativity, innovation and applicability. Moreover, PBL-based teaching can identify theoretical gaps......The aim of this paper is to share an experience from Aalborg University on the application of Problem Based Learning (PBL) model, with a specific example from a bachelor studies. PBL model has now been acknowledged worldwide as a powerful tool that allows students, faculty members and industry...... practitioners engage in multi-disciplinary, collaborative and geographically distributed activities. The key word in the model is ‘problem’ – a problem that is correctly formulated eventually affects the process of learning. It is also linked to the intended outcome of the PBL based teaching, whereby students...

Effects of a Problem-based Structure of Physics Contents on Conceptual Learning and the Ability to Solve Problems

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Becerra-Labra, Carlos; Gras-Martí, Albert; Martínez Torregrosa, Joaquín

2012-05-01

A model of teaching/learning is proposed based on a 'problem-based structure' of the contents of the course, in combination with a training in paper and pencil problem solving that emphasizes discussion and quantitative analysis, rather than formulae plug-in. The aim is to reverse the high failure and attrition rate among engineering undergraduates taking physics. A number of tests and questionnaires were administered to a group of students following a traditional lecture-based instruction, as well as to another group that was following an instruction scheme based on the proposed approach and the teaching materials developed ad hoc. The results show that students following the new method can develop scientific reasoning habits in problem-solving skills, and show gains in conceptual learning, attitudes and interests, and that the effects of this approach on learning are noticeable several months after the course is over.

Nursing problem-based learning activity: song writing and singing.

Science.gov (United States)

Chan, Zenobia C Y

2014-08-01

The function of song is not only to deliver individual's messages, but also to serve as a learning approach to facilitate students' learning. To observe the effectiveness of songs in facilitating students' learning, a Problem-based Learning (PBL) class with twenty students was divided into four groups with five students per group. Each group was asked to write a song based on two given scenarios, to sing the song out loud, and to participate in a follow-up focus group interview afterwards. The four songs reflected the students' understanding of academic knowledge and their perspectives toward the protagonists in the presented scenarios. Two songs are presented in this paper to demonstrate how the approach was carried out in the nursing PBL class. This paper aims to show the implication of song writing and singing in PBL and shed some light on teaching and learning. Copyright © 2014 Elsevier Ltd. All rights reserved.

Evaluation of a Problem Based Learning Curriculum Using Content Analysis

Science.gov (United States)

Prihatiningsih, Titi Savitri; Qomariyah, Nurul

2016-01-01

Faculty of Medicine UGM has implemented Problem Based Learning (PBL) since 1985. Seven jump tutorial discussions are applied. A scenario is used as a trigger to stimulate students to identify learning objectives (LOs) in step five which are used as the basis for self study in step six. For each scenario, the Block Team formulates the LOs which are…

Learning about “wicked” problems in the Global South. Creating a film-based learning environment with “Visual Problem Appraisal”

OpenAIRE

Loes Witteveen; Rico Lie

2012-01-01

The current complexity of sustainable development in the Global South calls for the design of learning strategies that can deal with this complexity. One such innovative learning strategy, called Visual Problem Appraisal (VPA), is highlighted in this article. The strategy is termed visual as it creates a learning environment that is film-based. VPA enhances the analysis of complex issues, and facilitates stakeholder dialogue and action planning. The strategy is used in workshops dealing with ...

Higher Order Thinking Skills as Effect of Problem Based Learning in the 21st Century Learning

Directory of Open Access Journals (Sweden)

Leni Widiawati

2018-03-01

Full Text Available This study aims to determine the responses of learners to learning using a scientific approach in Problem Based Learning integrated with the inculcation of critical thinking, communicative, collaboration; and creative (4C skills in 21st century learning. The design of this study is true experiment by using posttest only control design. The sample of the research is vocational school students selected by using cluster random sampling technique in Surakarta, Indonesia. The techniques of collecting data are using tests whose validity, reliability, level of difficulty, and the discrimination index have been tested. The data obtained are then tested using t test. The result of the research shows that higher order thinking skills of experimental class students learning using scientific approach in Problem Based Learning which is integrated with the inculcation of 4C skills are higher than those of the control class that are learning using scientific approach in Think-Pair-Share which is integrated with the inculcation of 4C skills.

The Application of Problem-Based Learning in Mechanical Engineering

Science.gov (United States)

Putra, Z. A.; Dewi, M.

2018-02-01

The course of Technology and Material Testing prepare students with the ability to do a variety of material testing in the study of mechanical engineering. Students find it difficult to understand the materials to make them unable to carry out the material testing in accordance with the purpose of study. This happens because they knowledge is not adequately supported by the competence to find and construct learning experience. In this study, quasy experiment research method with pre-post-test with control group design was used. The subjects of the study were students divided in two groups; control and experiment with twenty-two students in each group. Study result: their grades showed no difference in between the pre-test or post-test in control group, but the difference in grade existed between the pre-test and post-test in experiment group. Yet, there is no significant difference in the study result on both groups. The researcher recommend that it is necessary to develop Problem-Based Learning that suits need analysis on D3 Program for Mechanical Engineering Department at the State University of Padang, to ensure the compatibility between Model of Study and problems and need. This study aims to analyze how Problem-Based Learning effects on the course of Technology and Material Testing for the students of D3 Program of Mechanical Engineering of the State University of Padang.

Detangling the Interrelationships between Self- Regulation and Ill-Structured Problem Solving in Problem-Based Learning

Science.gov (United States)

Ge, Xun; Law, Victor; Huang, Kun

2016-01-01

One of the goals for problem-based learning (PBL) is to promote self-regulation. Although self-regulation has been studied extensively, its interrelationships with ill-structured problem solving have been unclear. In order to clarify the interrelationships, this article proposes a conceptual framework illustrating the iterative processes among…

Implementing Problem-Based Learning in the Counseling Session.

Science.gov (United States)

Hall, Kimberly R.

This study examined the use of problem-based learning (PBL) in an actual counseling session and the effects on student assertiveness skills. A group of seventh-grade students, who were all victims of bullies, participated in the study. The students, two boys and one girls, were 13 and 14 years old. Teachers rated the level of assertiveness skills…

Pengembangan problem based learning dengan assessment for learning berbantuan smartphone dalam pembelajaran matematika

Directory of Open Access Journals (Sweden)

Muhammad Ridlo Yuwono

2017-11-01

Full Text Available [Bahasa]: Penelitian ini bertujuan untuk menghasilkan model Problem Based Learning (PBL menggunakan penilaian Assessment for Learning (AfL berbantuan smartphone, disingkat PBL-AfL-S yang valid, praktis dan efektif untuk mendukung implementasi kurikulum 2013 di SMA. Tahap-tahap pengembangan model PBL-AfL-S terdiri dari penelitian pendahuluan, pengembangan/prototiping, dan evaluasi. Kualitas model PBL-AfL-S mengacu pada kriteria kualitas menurut Nieveen (1999 yaitu valid, praktis, dan efektif. Model PBL-AfL-S diujicobakan di SMA Negeri 3 Klaten dalam dua tahap uji coba. Uji coba tahap I dilaksanakan di kelas XI-IPA 6 dan uji coba tahap II dilaksanakan di kelas XI-IPA 7. Instrumen penelitian terdiri dari: 1 Instrumen penilaian kevalidan komponen model dan perangkat pendukung pembelajaran, 2 Instrumen kepraktisan aktivitas guru dan siswa, dan 3 Instrumen keefektifan yang meliputi angket penilaian diri, lembar penilaian proyek, tes prestasi belajar, dan lembar respon siswa. Hasil penelitian menunjukkan bahwa model PBL-AfL-S dan perangkat pembelajarannya telah memenuhi kriteria valid, praktis dan efektif. Kata kunci: Pembelajaran; Masalah; Asesmen; Smartphone [English]: This study aims to develop a Problem Based Learning (PBL model using Assessment for Learning (AFL with smartphone, abbreviated as PBL-AfL-S as valid, practical and effective to support the implementation of the 2013 curriculum in High School. The stages of developing the PBL-AfL-S model consist of preliminary research, development or prototyping, and evaluation. The quality criteria of PBL-AfL-S refer to Nieveen (1999, i.e. valid, practical, and effective. The PBL-AfL-S model was piloted in SMA Negeri 3 Klaten in two phases. Tryout 1 was conducted in class XI-IPA 6 and tryout 2 was in class XI-IPA 7. The research instruments consist of: 1 The validity instrument of the model and its learning support tools, 2 the practicality of the teacher’s and students’ activity, and 3 The

Ask Not Only "What Can Problem-Based Learning Do for Psychology?" but "What Can Psychology Do for Problem-Based Learning?" A Review of the Relevance of Problem-Based Learning for Psychology Teaching and Research

Science.gov (United States)

Wiggins, Sally; Chiriac, Eva Hammar; Abbad, Gunvor Larsson; Pauli, Regina; Worrell, Marcia

2016-01-01

Problem-based learning (PBL) is an internationally recognised pedagogical approach that is implemented within a number of disciplines. The relevance and uptake of PBL in psychology has to date, however, received very limited attention. The aim of this paper is therefore to review published accounts of how PBL is being used to deliver psychology…

Problem-Based Learning: An Overview of its Process and Impact on Learning

Directory of Open Access Journals (Sweden)

Elaine H.J. Yew

2016-12-01

Full Text Available In this review, we provide an overview of the process of problem-based learning (PBL and the studies examining the effectiveness of PBL. We also discuss a number of naturalistic and empirical studies that have examined the process of PBL and how its various components impact students’ learning. We conclude that the studies comparing the relative effectiveness of PBL are generally consistent in demonstrating its superior efficacy for longer-term knowledge retention and in the application of knowledge. Studies on the process of PBL, however, are still inconclusive as to which component(s of PBL most significantly impact students’ learning, although causal studies have demonstrated that all the phases of PBL are necessary in influencing students’ learning outcomes.

Understanding `green chemistry' and `sustainability': an example of problem-based learning (PBL)

Science.gov (United States)

Günter, Tuğçe; Akkuzu, Nalan; Alpat, Şenol

2017-10-01

Background: This study uses problem-based learning (PBL) to ensure that students comprehend the significance of green chemistry better by experiencing the stages of identifying the problem, developing hypotheses, and providing solutions within the problem-solving process.

KECEMASAN MATEMATIK SISWA KELAS XI SMK BERDASARKAN MAHMOOD DAN KHATOON DALAM SETTING PROBLEM BASED LEARNING

Directory of Open Access Journals (Sweden)

Desy Kumalasari

2017-03-01

Full Text Available Penelitian ini bertujuan untuk mendeskripsikan kualitas pembelajaran matematika dalam setting problem based learning terhadap kemampuan pemecahan masalah siswa kelas XI SMK, mendeskripsikan tingkat kecemasan matematik siswa dalam mengikuti pelajaran matematika dalam setting problem based learning, dan mendeskripsikan kemampuan pemecahan masalah berdasarkan tingkat kecemasan matematik. Metode penelitian ini adalah mixed methods. Subjek dalam penelitian ini adalah siswa kelas XI TKKB SMKN 10 Semarang. Selanjutnya dipilih 6 siswa dari masing-masing kemampuan pemecahan masalah berdasarkan tingkat kecemasan matematik. Metode pengumpulan data dalam penelitian ini adalah metode observasi, dokumentasi, tes, dan wawancara. Analisis data dalam penelitian ini adalah analisis kualitas pembelajaran, analisis tingkat kecemasan matematik, analisis kemampuan pemecahan masalah, reduksi data, penyajian data, dan menarik kesimpulan dan verifikasi. Hasil penelitian ini diperoleh: kualitas pembelajaran dalam setting problem based learning dalam kategori baik, tingkat kecemasan matematik siswa kelas XI SMKN 10 Semarang sebelum pembelajaran matematika adalah rendah, pada saat kegiatan pembelajaran adalah tinggi, dan setelah kegiatan pembelajaran adalah rendah, untuk tingkat kecemasan sebelum tes kemampuan pemecahan masalah adalah rendah, dan setelah tes kemampuan pemecahan masalah adalah tinggi, dan kemampuan pemecahan masalah matematika siswa yang tingkat kecemasan matematik rendah lebih baik dari pada siswa yang tingkat kecemasan matematiknya tinggi.   This research aimed to describe the quality of  mathematics teaching in the setting of problem based learning to problem­solving ability of class XI student of SMK, the level of mathematics  anxiety  of   students  in  participating  in  the  setting  math  problem  based learning, and the problem­solving abilities by mathematics anxiety levels. This research method is mixed methods. Subjects in this

Faculty Perceptions of Problem-Based Learning in a Veterinary College

Science.gov (United States)

Malinowski, Robert

2012-01-01

Problem-based learning (PBL) has been embraced by several veterinary colleges as one approach to manage the ever-growing body of knowledge in the profession. The goal is to foster the development of problem-solving and critical thinking skills in students, enabling them to make logical and informed decisions, rather than rely on the rote…

Student and tutor perception of a new problem based learning ...

African Journals Online (AJOL)

Background: The Makerere University Faculty of Medicine started the implementation of the Problem Based Learning/Community Based Education and Service curriculum for incoming students in the academic year 2003/2004. It undertook an intense preparatory period of 2 years before implementation, which included ...

Problem and Project Based Learning in Hybrid Spaces

DEFF Research Database (Denmark)

Ryberg, Thomas; Davidsen, Jacob; Hodgson, Vivien

2016-01-01

There is a need within networked learning to understand and conceptualise the interplay between digital and physical spaces or what we could term hybrid spaces. Therefore, we discuss a recent study of students from two different programmes who are engaged in long-term, group-based problem...... and project based learning. Based on interviews, workshops and observations of students’ actual group practices in open, shared and flexible spaces in Aalborg University (AAU), we identify and discuss how students incorporate networked and digital technologies into their group work and into the study places...... they create for themselves. We describe how in one of the programmes ‘nomadic’ groups of students used different technologies and spaces for ‘placemaking’. We then show how their experience and approach to collaborative work differs to that of the more static or ‘artisan’ groups of students in the other...

The Development Of Learning Sets And Research Methodology Module Using Problem Based Learning For Accounting Education Students

OpenAIRE

Thomas, Partono; Nurkhin, Ahmad

2016-01-01

Improving the learning process is very important for every lecturer by implement innovative learning methods or media. The purpose of this study is to develop a research methodology learning instruction and module based of problem based learning for accounting education students. This research applied research and development design in the research methodology course in Economics Education (Accounting) Department, Faculty Of Economics, Semarang State University. Data analysis was used to test...

Junior High School Students’ Perception about Simple Environmental Problem as an Impact of Problem based Learning

Science.gov (United States)

Tapilouw, M. C.; Firman, H.; Redjeki, S.; Chandra, D. T.

2017-09-01

Environmental problem is a real problem that occur in student’s daily life. Junior high school students’ perception about environmental problem is interesting to be investigated. The major aim of this study is to explore junior high school students’ perception about environmental problems around them and ways to solve the problem. The subject of this study is 69 Junior High School Students from two Junior High School in Bandung. This study use two open ended question. The core of first question is environmental problem around them (near school or house). The core of second question is the way to prevent or to solve the problem. These two question are as an impact of problem based learning in science learning. There are two major findings in this study. The first finding, based on most students’ perception, plastic waste cause an environmental problem. The second finding, environmental awareness can be a solution to prevent environmental pollution. The third finding, most student can classify environmental pollution into land, water and air pollution. We can conclude that Junior High School Students see the environmental problem as a phenomenon and teacher can explore environmental problem to guide the way of preventing and resolving environmental problem.

Problem-centric Process for Research-based Learning

Directory of Open Access Journals (Sweden)

Khaled Shaban

2015-05-01

Full Text Available Research-based Learning (RbL extends Inquiry and Project-based Learning by facilitating an early stage exposure and training for future scientists through authentic research activities. In this paper, an iterative problem-centric RbL process is introduced, and its activities and management aspects are described. The process helps implement course-integrated research systematically and practically. Furthermore, the novel process follows constructivist methods in incorporating inquiry, scaffolding, open-ended projects, as well as a goal oriented learning approach. The RbL process is adopted in two advanced computing courses, at two different universities: a leading comprehensive Western university and a new university in a developing country. The paper summarizes new lessons learned in these rewarding experiences. In particular, the instructor should help students start their projects, by providing them with previous work or data and pre-approving the papers to review by students. He should also maintain a continuous feedback to and from students to keep the students motivated and help the instructor refine and adapt the RBL process. We note that research collaborators can help students in identifying the research topics early. The paper also shows how to alleviate difficulties that may be encountered by students who find the novel approach demanding, and consequently it also helps the instructors better manage the course contents.

Implementation of problem-based learning in geometry lessons

Science.gov (United States)

Ahamad, S. N. S. H.; Li, H.-C.; Shahrill, M.; Prahmana, R. C. I.

2017-12-01

The aim of this study is twofold. Firstly, it aims to examine the effects of the Problem-Based Learning (PBL) approach on students’ performance in the learning of geometry. Secondly, it seeks to gain insights from the students regarding the implementation of PBL in geometry lessons. The participants were 22 students from one Year 10 class in a co-educational secondary school in Brunei Darussalam. A mixed method design was employed with data collected from the pre-, post- and retention tests, and interviews. The findings from this study revealed positive influences on students’ performance in learning geometry as gain and retention of knowledge was observed. Meanwhile, mixed responses from the interviews implied that in terms of 1) learning attitudes, students favoured the idea of independent learning but some critiqued that the process of PBL might be time-consuming; 2) learning difficulties, some students struggled in assimilating information leading to poor decision- making; and 3) knowledge and skills, some students believed to have nurtured some skills such as communication and research skills.

Is Student Knowledge of Anatomy Affected by a Problem-Based Learning Approach? A Review

Science.gov (United States)

Williams, Jonathan M.

2014-01-01

A fundamental understanding of anatomy is critical for students on many health science courses. It has been suggested that a problem-based approach to learning anatomy may result in deficits in foundation knowledge. The aim of this review is to compare traditional didactic methods with problem-based learning methods for obtaining anatomy…

PENERAPAN MODEL PROBLEM BASED LEARNING MENINGKATKAN MOTIVASI DAN HASIL BELAJAR IPS

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Auliah Sumitro H

2017-09-01

Full Text Available This research aims to improve motivation and student learning outcomes in applying Problem Based Learning model. This research is a classroom action research conducted in two cycles. The subjects of the reasearch was the fourth graders of SD Inpres Bangkala III Makassar city in the academic year of 2016/2017. The research data obtained through observation and test. The result showed an increase in student motivation of the fourth aspect with detail, on aspect of attention increased by 11,28% from 73,04 in the first cycle to 84,32% in the second cycle, the relevance aspect increasde by 9,64% of 76.55% in the first cycle to 86,19% in the second cycle, the aspect of confidence increased by 10,62% of 71.56% in the first cycle to 82.18% in the second cycle, and on aspects of satisfaction increased by 14,88% of 71,79% in the first cycle to 86.67% in the second cycle. Learning outcome increased by 14,29% of 71,42 in the first cycle to 85,71 in the second cycle. This result indicate problem based learning model can improve motivation and student learning outcomes. Penelitian ini bertujuan untuk meningkatkan motivasi dan hasil belajar siswa menerapkan model Problem Based Learning. Penelitian ini merupakan Penelitian Tindakan Kelas (PTK yang dilaksanakan dalam dua siklus. Subjek penelitian adalah siswa kelas IV SD Inpres Bangkala III Kota Makassar tahun pelajaran 2016/2017. Data penelitian diperoleh melalui observasi dan tes. Hasil penelitian ini terjadi peningkatan motivasi siswa pada keempat aspek dengan rincian, pada aspek attention sebesar 11,28% dari 73,04% pada siklus I menjadi 84,32% pada siklus II, pada aspek relevance meningkat sebesar 9,64% dari 76,55% pada siklus I menjadi 86,19% pada siklus II, pada aspek confidence meningkat sebesar 10,62% dari 71,56% pada siklus I menjadi 82,18% pada siklus II, dan pada aspek satisfaction meningkat sebesar 14,88% dari 71,79% pada siklus I menjadi 86,67% pada siklus II. Hasil belajar meningkat sebesar 14

Using Problem-based learning (PBL) in teaching law to social work students

DEFF Research Database (Denmark)

Schultz, Trine

legal problems in small groups and the group-work is complemented by a web-based learning space, where the students have the opportunity to ask questions to the teacher. In this paper the motivation, challenges and experiences of introducing a new teaching strategy and pedagogical approach is presented.......In Aalborg, the law teachers have chosen to supply traditional lectures with case-based instruction focused on problem-based learning. The inspiration comes from the "seven jump step" of the Maastricht model, but it has been modified for the purpose of teaching law. The students work with specific...

DEVELOPING PROBLEM SOLVING SKILLS FOR LIFELONG LEARNING THROUGH WORK-BASED LEARNING AMONG COMMUNITY COLLEGE STUDENTS

OpenAIRE

Wan Azlinda Wan Mohamed; Badrul Omar; Mohd Faroul Rafiq Romli

2010-01-01

Many training providers are working to improve their curricula to meet the demand of today’s industries. The Malaysian College Communities, one of the major providers for lifelong learning program, had introduced the Work-Based Learning (WBL) concept since 2007 to ensure that their graduates met these demands. One of the key skills required by industry is problem solving skill. The ability to solve a complex or an ill-structured work problem in the workplace is the kind of skill demanded at a...

"Sustainability on Earth" Webquests: Do They Qualify as Problem-Based Learning Activities?

Science.gov (United States)

Leite, Laurinda; Dourado, Luís; Morgado, Sofia

2015-01-01

Information and communication technologies (ICT), namely the Internet, can play a valuable educational role in several school subjects, including science education. The same applies to problem-based learning (PBL), that is, a student-centered active learning methodology that can prepare students for lifelong learning. WebQuests (WQs) combine PBL…

Music Learning Based on Computer Software

Directory of Open Access Journals (Sweden)

Baihui Yan

2017-12-01

Full Text Available In order to better develop and improve students’ music learning, the authors proposed the method of music learning based on computer software. It is still a new field to use computer music software to assist teaching. Hereby, we conducted an in-depth analysis on the computer-enabled music learning and the music learning status in secondary schools, obtaining the specific analytical data. Survey data shows that students have many cognitive problems in the current music classroom, and yet teachers have not found a reasonable countermeasure to them. Against this background, the introduction of computer music software to music learning is a new trial that can not only cultivate the students’ initiatives of music learning, but also enhance their abilities to learn music. Therefore, it is concluded that the computer software based music learning is of great significance to improving the current music learning modes and means.

"Theory repositories" via the web for problem-based learning

NARCIS (Netherlands)

van der Veen, Johan (CTIT); van Riemsdijk, Maarten; Jones, Valerie M.; Collis, Betty

2000-01-01

This paper describes a series of experiments conducted at the School of Management Studies at the University of Twente designed to improve students' concentration on the theoretical study materials in a particular course. In 1997 a problem-based learning approach was introduced into a course on

Advanced prototyping tools for project- and problem-based learning

DEFF Research Database (Denmark)

Teodorescu, Remus; Bech, Michael Møller; Holm, Allan J.

2002-01-01

A new approach in prototyping for project- and problem-based learning is achieved by using the new Total Development Environment concept introduced by dSPACE that allows a full visual block-oriented programming of dynamic real-time systems to be achieved  using the Matlab/Simulink environment...

Students’ Views about the Problem Based Collaborative Learning Environment Supported By Dynamic Web Technologies

Directory of Open Access Journals (Sweden)

Erhan ÜNAL

2017-04-01

Full Text Available The purpose of this study is to design a problem based collaborative learning environment supported by dynamic web technologies and examine students’ views about this learning environment. The study was designed as a qualitative research. 36 students who took Object Oriented Programming I-II course from a public university at the department of computer programming participated in the study. During the research process, the Object Oriented Programming I-II course was designed with incorporating different dynamic web technologies (Edmodo, Google Services, and Mind42 and Nelson (1999’s collaborative problem solving method. At the end of the course, there were focus group interviews in regards to the students’ views on a learning environment supported by dynamic web technologies and collaborative problem solving method. At the end of the focus group interviews, 4 themes were obtained from the students’ views, including positive aspects of the learning environment, difficulties faced in the learning environment, advantages of the learning environment, and skills gained as a result of the project. The results suggest that problem based collaborative learning methods and dynamic web technologies can be used in learning environments in community colleges.

[The opinion of teachers about tutorial problem based learning].

Science.gov (United States)

Navarro H, Nancy; Zamora S, José

2014-08-01

In 2004 the Faculty of Medicine of Universidad de La Frontera in Chile implemented curricular changes, incorporating small group problem based learning in different carriers. To explore aspects that hamper or facilitate tutorial problem based learning from the perspective of tutors. Six in depth interviews and a focus group with tutors were carried out in 2010 and 2011. Data were analyzed through constant comparisons using the program ATLAS ti, guaranteeing credibility, reliance, validation and transferability. Five hundred and twenty eight (528) significance units were identified and 25 descriptive categories emerged. The categories of tutor motivation, methodological domain, tutor responsibility, tutor critical capacity, disciplinary domain, student participation and tutor-student interaction were emphasized. Three qualitative domains were generated, namely tutor skills, transformation of student roles and institutional commitment. Tutorial teaching is favored by teachers when the institutions train them in the subject, when there is administrative support and an adequate infrastructure and coordination.

Advantages of video trigger in problem-based learning.

Science.gov (United States)

Chan, Lap Ki; Patil, Nivritti G; Chen, Julie Y; Lam, Jamie C M; Lau, Chak S; Ip, Mary S M

2010-01-01

Traditionally, paper cases are used as 'triggers' to stimulate learning in problem-based learning (PBL). However, video may be a better medium because it preserves the original language, encourages the active extraction of information, avoids depersonalization of patients and allows direct observation of clinical consultations. In short, it exposes the students to the complexity of actual clinical problems. The study aims to find out whether students and facilitators who are accustomed to paper cases would prefer video triggers or paper cases and the reasons for their preference. After students and facilitators had completed a video PBL tutorial, their responses were measured by a structured questionnaire using a modified Likert scale. A total of 257 students (92%) and 26 facilitators (100%) responded. The majority of students and facilitators considered that using video triggers could enhance the students' observational powers and clinical reasoning, help them to integrate different information and better understand the cases and motivate them to learn. They found PBL using video triggers more interesting and preferred it to PBL using paper cases. Video triggers are preferred by both students and facilitators over paper cases in PBL.

"The Child's World": a creative and visual trigger to stimulate student enquiry in a problem based learning module.

Science.gov (United States)

Barron, Carol; Lambert, Veronica; Conlon, Joy; Harrington, Tracey

2008-11-01

Despite the abundance of literature on problem based learning (PBL) [Murray, I., Savin-Baden, M., 2000. Staff development in problem-based learning. Teaching in Higher Education 5 (1), 107-126; Johnson, A.K., Tinning, R.S., 2001. Meeting the challenge of problem-based learning: developing the facilitators. Nurse Education Today 21 (3), 161-169; McCourt, C., Thomas, G., 2001. Evaluation of a problem based curriculum in midwifery. Midwifery 17 (4), 323-331; Cooke, M., Moyle, K., 2002. Students' evaluation of problem-based learning. Nurse Education Today 22, 330-339; Haith-Cooper, M., 2003a. An exploration of tutors' experiences of facilitating problem-based learning. Part 1--an educational research methodology combining innovation and philosophical tradition. Nurse Education Today 23, 58-64; Haith-Cooper, M., 2003b. An exploration of tutor' experiences of facilitating problem-based learning. Part 2--implications for the facilitation of problem based learning. Nurse Education Today 23, 65-75; Rowan, C.J., Mc Court, C., Beake, S., 2007. Problem based learning in midwifery--The teacher's perspective. Nurse Education Today 27, 131-138; Rowan, C.J., Mc Court, C., Beake, S., 2008. Problem based learning in midwifery--The students' perspective. Nurse Education Today 28, 93-99] few studies focus on describing "triggers", the process involved in their development and their evaluation from students' perspective. It is clearly documented that well designed, open ended, real life and challenging "triggers" are key to the success of PBL implementation [Roberts, D., Ousey, K., 2004. Problem based learning: developing the triggers. Experiences from a first wave site. Nurse Education in Practice 4, 154-158, Gibson, I., 2005. Designing projects for learning. In: Barrett, T., Mac Labhrainn, I., Fallon, H., (Eds.), Handbook of Enquiry and Problem-based Learning: Irish Case Studies and International Perspectives. AISHE & CELT: NUI Galway. , Barrett, T., 2005. Understanding problem-based

Problem and Project Based Learning in Hybrid Spaces:Nomads and Artisans

OpenAIRE

Ryberg, Thomas; Davidsen, Jacob; Hodgson, Vivien

2016-01-01

There is a need within networked learning to understand and conceptualise the interplay between digital and physical spaces or what we could term hybrid spaces. Therefore, we discuss a recent study of students from two different programmes who are engaged in long-term, group-based problem and project based learning. Based on interviews, workshops and observations of students’ actual group practices in open, shared and flexible spaces in Aalborg University (AAU), we identify and discuss how st...

Exploring a Problem-Based Learning Approach in Pharmaceutics

Directory of Open Access Journals (Sweden)

Barbara McKenzie

2017-09-01

Full Text Available Objective. The basis of this study was to explore the impact of the initiation of a Problem-Base Learning (PBL approach within a second-year pharmaceutics degree on a Master of Pharmacy programme, introduced as a way of improving deep learning and to foster independent learning. Design. A semi-structured interview was used to seek feedback from the students, and feedback from staff was secured though a focus group. A thematic approach was used for the analysis, once data saturation had been reached. Exam pass-rate statistics were also analysed. Assessment. Five parent themes were identified from the student interviews: Module structure, Promoting lifelong learning, Integration and future practice, Outcomes and Student experience. The third year exam pass rate improved by 12% in the year following the introduction of PBL in second year. Conclusions. Various recommendations were proposed to further improve the module, based on the findings of this study. These include improving feedback and support through tutorials, reducing the volume of directed study, as well as highlighting the relevance of pharmaceutics to the pharmacy degree. A long-term review would be needed to assess the full implications of PBL teaching within this course.

Effects of Online Problem-Based Learning on Teachers' Technology Perceptions and Planning

Science.gov (United States)

Nelson, Erik T.

2007-01-01

The purpose of this qualitative study was to examine the ways in which the experience of learning through an online problem-based learning (PBL) model affect teachers' perceptions of integrating technology. Participant reflections were collected and analyzed to identify the pros, cons, and challenges of learning technology integration through this…

Assisting the integration of social media in problem-based learning sessions in the Faculty of Medicine at King Abdulaziz University.

Science.gov (United States)

Awan, Zuhier A; Awan, Almuatazbellah A; Alshawwa, Lana; Tekian, Ara; Park, Yoon Soo

2018-05-07

Issues related to traditional Problem-Based Learning (PBL) at King Abdulaziz University Faculty of Medicine (KAU-FOM), including lack of student interaction between sessions and outdated instructional materials have led to the examining the use of social media. This study examines factors affecting the implementation of social media into PBL sessions Methods: Mentored social media activities were incorporated between PBL sessions to third year medical students. Ground rules were set, and students were kept on track with learning objectives and authentic references. An online survey consisting of 18 questions were administered to measure the impact of the social media model embedded between PBL sessions. Feedback showed major improvements in students' learning process as well as identifying areas for improvement. The highest ratings were in participation and communication, knowledge and information gathering, and cooperation and team-building. This paper indicates that incorporating social media could facilitate learning between PBL sessions. Furthermore, guidelines are proposed to help educators implement a social media model into their PBL sessions.

Designing Digital Problem Based Learning Tasks that Motivate Students

Science.gov (United States)

van Loon, Anne-Marieke; Ros, Anje; Martens, Rob

2013-01-01

This study examines whether teachers are able to apply the principles of autonomy support and structure support in designing digital problem based learning (PBL) tasks. We examine whether these tasks are more autonomy- and structure-supportive and whether primary and secondary school students experience greater autonomy, competence, and motivation…

Effect of students' learning styles on classroom performance in problem-based learning.

Science.gov (United States)

Alghasham, Abdullah A

2012-01-01

Since problem-based learning (PBL) sessions require a combination of active discussion, group interaction, and inductive and reflective thinking, students with different learning styles can be expected to perform differently in the PBL sessions. Using "Learning Style Inventory Questionnaire," students were divided into separate active and reflective learner groups. Tutors were asked to observe and assess the students' behavioral performance during the PBL sessions for a period of 5 weeks. A questionnaire of 24 items was developed to assess students' behavioral performance in PBL sessions. Active students tended to use multiple activities to obtain the needed information were more adjusted to the group norms and regulation and more skillful in using reasoning and problem-solving skills and in participation in discussion. On the other hand, reflective students used independent study more, listened actively and carefully to others and used previously acquired information in the discussion more frequently. Formative assessment quizzes did not indicate better performance of either group. There were no significant gender differences in PBL behavioral performance or quizzes' scores. Active and reflective learners differ in PBL class behavioral performance but not in the formative assessment. We recommend that students should be informed about their learning style and that they should learn strategies to compensate for any lacks in PBL sessions through self-study. Also, educational planners should ensure an adequate mix of students with different learning styles in the PBL groups to achieve PBL desired objectives.

Exploring problem-based cooperative learning in undergraduate physics labs: student perspectives

Science.gov (United States)

Bergin, S. D.; Murphy, C.; Shuilleabhain, A. Ni

2018-03-01

This study examines the potential of problem-based cooperative learning (PBCL) in expanding undergraduate physics students’ understanding of, and engagement with, the scientific process. Two groups of first-year physics students (n = 180) completed a questionnaire which compared their perceptions of learning science with their engagement in physics labs. One cohort completed a lab based on a PBCL approach, whilst the other completed the same experiment, using a more traditional, manual-based lab. Utilising a participant research approach, the questionnaire was co-constructed by researchers and student advisers from each cohort in order to improve shared meaning between researchers and participants. Analysis of students’ responses suggests that students in the PBCL cohort engaged more in higher-order problem-solving skills and evidenced a deeper understanding of the scientific process than students in the more traditional, manual-based cohort. However, the latter cohort responses placed more emphasis on accuracy and measurement in lab science than the PBCL cohort. The students in the PBCL cohort were also more positively engaged with their learning than their counterparts in the manual led group.

Teaching Biochemistry at a Medical Faculty with a Problem-Based Learning System.

Science.gov (United States)

Rosing, Jan

1997-01-01

Highlights the differences between classical teaching methods and problem-based learning. Describes the curriculum and problem-based approach of the Faculty of Medicine at the Maastricht University and gives an overview of the implementation of biochemistry in the medical curriculum. Discusses the procedure for student assessment and presents…

Deep and surface learning in problem-based learning: a review of the literature.

Science.gov (United States)

Dolmans, Diana H J M; Loyens, Sofie M M; Marcq, Hélène; Gijbels, David

2016-12-01

In problem-based learning (PBL), implemented worldwide, students learn by discussing professionally relevant problems enhancing application and integration of knowledge, which is assumed to encourage students towards a deep learning approach in which students are intrinsically interested and try to understand what is being studied. This review investigates: (1) the effects of PBL on students' deep and surface approaches to learning, (2) whether and why these effects do differ across (a) the context of the learning environment (single vs. curriculum wide implementation), and (b) study quality. Studies were searched dealing with PBL and students' approaches to learning. Twenty-one studies were included. The results indicate that PBL does enhance deep learning with a small positive average effect size of .11 and a positive effect in eleven of the 21 studies. Four studies show a decrease in deep learning and six studies show no effect. PBL does not seem to have an effect on surface learning as indicated by a very small average effect size (.08) and eleven studies showing no increase in the surface approach. Six studies demonstrate a decrease and four an increase in surface learning. It is concluded that PBL does seem to enhance deep learning and has little effect on surface learning, although more longitudinal research using high quality measurement instruments is needed to support this conclusion with stronger evidence. Differences cannot be explained by the study quality but a curriculum wide implementation of PBL has a more positive impact on the deep approach (effect size .18) compared to an implementation within a single course (effect size of -.05). PBL is assumed to enhance active learning and students' intrinsic motivation, which enhances deep learning. A high perceived workload and assessment that is perceived as not rewarding deep learning are assumed to enhance surface learning.

How does questioning influence nursing students' clinical reasoning in problem-based learning? A scoping review.

Science.gov (United States)

Merisier, Sophia; Larue, Caroline; Boyer, Louise

2018-06-01

Problem-based learning is an educational method promoting clinical reasoning that has been implemented in many fields of health education. Questioning is a learning strategy often employed in problem-based learning sessions. To explore what is known about the influence of questioning on the promotion of clinical reasoning of students in health care education, specifically in the field of nursing and using the educational method of problem-based learning. A scoping review following Arksey and O'Malley's five stages was conducted. The CINAHL, EMBASE, ERIC, Medline, and PubMed databases were searched for articles published between the years of 2000 and 2017. Each article was summarized and analyzed using a data extraction sheet in relation to its purpose, population group, setting, methods, and results. A descriptive explication of the studies based on an inductive analysis of their findings to address the aim of the review was made. Nineteen studies were included in the analysis. The studies explored the influence of questioning on critical thinking rather than on clinical reasoning. The nature of the questions asked and the effect of higher-order questions on critical thinking were the most commonly occurring themes. Few studies addressed the use of questioning in problem-based learning. More empirical evidence is needed to gain a better understanding of the benefit of questioning in problem-based learning to promote students' clinical reasoning. Copyright © 2018 Elsevier Ltd. All rights reserved.

Is blended learning and problem-based learning course design suited to develop future public health leaders? An explorative European study.

Science.gov (United States)

Könings, Karen D; de Jong, Nynke; Lohrmann, Christa; Sumskas, Linas; Smith, Tony; O'Connor, Stephen J; Spanjers, Ingrid A E; Van Merriënboer, Jeroen J G; Czabanowska, Katarzyna

2018-01-01

Public health leaders are confronted with complex problems, and developing effective leadership competencies is essential. The teaching of leadership is still not common in public health training programs around the world. A reconceptualization of professional training is needed and can benefit from innovative educational approaches. Our aim was to explore learners' perceptions of the effectiveness and appeal of a public health leadership course using problem-based, blended learning methods that used virtual learning environment technologies. In this cross-sectional evaluative study, the Self-Assessment Instrument of Competencies for Public Health Leaders was administered before and after an online, blended-learning, problem-based (PBL) leadership course. An evaluation questionnaire was also used to measure perceptions of blended learning, problem-based learning, and tutor functioning among 19 public health professionals from The Netherlands ( n  = 8), Lithuania ( n  = 5), and Austria ( n  = 6).Participants showed overall satisfaction and knowledge gains related to public health leadership competencies in six of eight measured areas, especially Political Leadership and Systems Thinking. Some perceptions of blended learning and PBL varied between the institutions. This might have been caused by lack of experience of the educational approaches, differing professional backgrounds, inexperience of communicating in the online setting, and different expectations towards the course. Blended, problem-based learning might be an effective way to develop leadership competencies among public health professionals in international and interdisciplinary context.

Scaffolding Teachers Integrate Social Media into a Problem-Based Learning Approach?

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Buus, Lillian

2012-01-01

At Aalborg University (AAU) we are known to work with problem-based learning (PBL) in a particular way designated "The Aalborg PBL model." In PBL the focus is on participant control, knowledge sharing, collaboration among participants, which makes it interesting to consider the integration of social media in the learning that takes…

Ecological literacy and beyond: Problem-based learning for future professionals.

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Lewinsohn, Thomas M; Attayde, José Luiz; Fonseca, Carlos Roberto; Ganade, Gislene; Jorge, Leonardo Ré; Kollmann, Johannes; Overbeck, Gerhard E; Prado, Paulo Inácio; Pillar, Valério D; Popp, Daniela; da Rocha, Pedro L B; Silva, Wesley Rodrigues; Spiekermann, Annette; Weisser, Wolfgang W

2015-03-01

Ecological science contributes to solving a broad range of environmental problems. However, lack of ecological literacy in practice often limits application of this knowledge. In this paper, we highlight a critical but often overlooked demand on ecological literacy: to enable professionals of various careers to apply scientific knowledge when faced with environmental problems. Current university courses on ecology often fail to persuade students that ecological science provides important tools for environmental problem solving. We propose problem-based learning to improve the understanding of ecological science and its usefulness for real-world environmental issues that professionals in careers as diverse as engineering, public health, architecture, social sciences, or management will address. Courses should set clear learning objectives for cognitive skills they expect students to acquire. Thus, professionals in different fields will be enabled to improve environmental decision-making processes and to participate effectively in multidisciplinary work groups charged with tackling environmental issues.

Comparing problem-based learning students to students in a lecture-based curriculum: learning strategies and the relation with self-study time

OpenAIRE

Wijnen, Marit; Loyens, Sofie; Smeets, Guus; Kroeze, Maarten; Molen, Henk

2017-01-01

textabstractIn educational theory, deep processing (i.e., connecting different study topics together) and self-regulation (i.e., taking control over one’s own learning process) are considered effective learning strategies. These learning strategies can be influenced by the learning environment. Problem-based learning (PBL), a student-centered educational method, is believed to stimulate the use of these effective learning strategies. Several aspects of PBL such as discussions of real-life pro...

The effects of problem-based learning during medical school on physician competency: a systematic review.

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Koh, Gerald Choon-Huat; Khoo, Hoon Eng; Wong, Mee Lian; Koh, David

2008-01-01

Systematic reviews on the effects of problem-based learning have been limited to knowledge competency either during medical school or postgraduate training. We conducted a systematic review of evidence of the effects that problem-based learning during medical school had on physician competencies after graduation. We searched MEDLINE, EMBASE, CINAHL, PsycINFO, Cochrane Databases, and the tables of contents of 5 major medical education journals from earliest available date through Oct. 31, 2006. We included studies in our review if they met the following criteria: problem-based learning was a teaching method in medical school, physician competencies were assessed after graduation and a control group of graduates of traditional curricula was used. We developed a scoring system to assess the quality of the studies, categorized competencies into 8 thematic dimensions and used a second system to determine the level of evidence for each competency assessed. Our search yielded 102 articles, of which 15 met inclusion criteria after full text review. Only 13 studies entered final systematic analysis because 2 studies reported their findings in 2 articles. According to self-assessments, 8 of 37 competencies had strong evidence in support of problem-based learning. Observed assessments had 7 competencies with strong evidence. In both groups, most of these competencies were in the social and cognitive dimensions. Only 4 competencies had moderate to strong levels of evidence in support of problem-based learning for both self-and observed assessments: coping with uncertainty (strong), appreciation of legal and ethical aspects of health care (strong), communication skills (moderate and strong respectively) and self-directed continuing learning (moderate). Problem-based learning during medical school has positive effects on physician competency after graduation, mainly in social and cognitive dimensions.

Learning Problems

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... Staying Safe Videos for Educators Search English Español Learning Problems KidsHealth / For Kids / Learning Problems What's in ... for how to make it better. What Are Learning Disabilities? Learning disabilities aren't contagious, but they ...

Vocational High School Students’ Creativity in Food Additives with Problem Based Learning Approach

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Ratnasari, D.; Supriyanti, T.; Rosbiono, M.

2017-09-01

The aim of this study is to verify the creativity of vocational students through Problem Based Learning approach in the food additives. The method which used quasi-experiment with one group posttest design. The research subjects were 32 students in grade XII of a vocational high school students courses chemical analysis in Bandung city. Instrument of creativity were essay, Student Worksheet, and observation sheets. Creativity measured include creative thinking skills and creative act skills. The results showed creative thinking skills and creative act skills are good. Research showed that the problem based learning approach can be applied to develop creativity of vocational students in the food additives well, because the students are given the opportunity to determine their own experiment procedure that will be used. It is recommended to often implement Problem Based Learning approach in other chemical concepts so that students’ creativity is sustainable.

Development of syntax of intuition-based learning model in solving mathematics problems

Science.gov (United States)

Yeni Heryaningsih, Nok; Khusna, Hikmatul

2018-01-01

The aim of the research was to produce syntax of Intuition Based Learning (IBL) model in solving mathematics problem for improving mathematics students’ achievement that valid, practical and effective. The subject of the research were 2 classes in grade XI students of SMAN 2 Sragen, Central Java. The type of the research was a Research and Development (R&D). Development process adopted Plomp and Borg & Gall development model, they were preliminary investigation step, design step, realization step, evaluation and revision step. Development steps were as follow: (1) Collected the information and studied of theories in Preliminary Investigation step, studied about intuition, learning model development, students condition, and topic analysis, (2) Designed syntax that could bring up intuition in solving mathematics problem and then designed research instruments. They were several phases that could bring up intuition, Preparation phase, Incubation phase, Illumination phase and Verification phase, (3) Realized syntax of Intuition Based Learning model that has been designed to be the first draft, (4) Did validation of the first draft to the validator, (5) Tested the syntax of Intuition Based Learning model in the classrooms to know the effectiveness of the syntax, (6) Conducted Focus Group Discussion (FGD) to evaluate the result of syntax model testing in the classrooms, and then did the revision on syntax IBL model. The results of the research were produced syntax of IBL model in solving mathematics problems that valid, practical and effective. The syntax of IBL model in the classroom were, (1) Opening with apperception, motivations and build students’ positive perceptions, (2) Teacher explains the material generally, (3) Group discussion about the material, (4) Teacher gives students mathematics problems, (5) Doing exercises individually to solve mathematics problems with steps that could bring up students’ intuition: Preparations, Incubation, Illumination, and

Developing critical reflection for professional practice through problem-based learning.

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Williams, B

2001-04-01

To explore the influence of current learning traditions in nursing on the development of reflection and critical reflection as professional practice skills and to offer suggestions for nursing education that will specifically facilitate the development of critical reflection. ORGANIZATIONAL CONSTRUCTS: Mezirow's transformative learning theory, Barrows conceptualization of problem-based learning (PBL). Integrative literature review of published literature related to nursing, health science education and professional education from 1983-2000. Professional education scholars concur that specialized knowledge is clearly essential for professional practice, however, they also suggest that self-consciousness (reflection) and continual self-critique (critical reflection) are crucial to continued competence. While strategies to facilitate reflection have been outlined in the literature, specific strategies to facilitate the development of critical reflection and implications for nursing education are much less clear. Advocates of reflective and critically reflective practice suggest that the development of these abilities should be inextricably linked to professional development and can be developed through active repeated guided practice. In health care, PBL based on constructivism, has been identified as one way to facilitate the development of these skills. Nursing learners exposed to PBL develop the ability to be reflective and critically reflective in their learning and acquire the knowledge and skill within the discipline of nursing by encountering key professional practice situations as the stimulus and focus of their classroom learning. The learners' ability to be both reflective and critically reflective in their learning is developed by critical questioning of the faculty tutor during situational analysis, learning need determination, application of knowledge, critique of resources and personal problem-solving processes, and summarization of what was learned.

An Outcome Evaluation of a Problem-Based Learning Approach with MSW Students

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Westhues, Anne; Barsen, Chia; Freymond, Nancy; Train, Patricia

2014-01-01

In this article, we report the findings from a study exploring the effects of a problem-based learning (PBL) approach to teaching and learning on learning outcomes for master's of social work (MSW) students. Students who participated in a PBL pilot project were compared with students who did not participate in 5 outcome areas: social work…

Problem based learning - A brief review

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Nunes, Sandra; Oliveira, Teresa A.; Oliveira, Amílcar

2017-07-01

Teaching is a complex mission that requires not only the theoretical knowledge transmission, but furthermore requires to provide the students the necessary skills for solving real problems in their respective professional activities where complex issues and problems must be frequently faced. Over more than twenty years we have been experiencing an increase in scholar failure in the scientific area of mathematics, which means that Teaching Mathematics and related areas can be even a more complex and hard task. Scholar failure is a complex phenomenon that depends on various factors as social factors, scholar factors or biophysical factors. After numerous attempts made in order to reduce scholar failure our goal in this paper is to understand the role of "Problem Based Learning" and how this methodology can contribute to the solution of both: increasing mathematical courses success and increasing skills in the near future professionals in Portugal. Before designing a proposal for applying this technique in our institutions, we decided to conduct a survey to provide us with the necessary information about and the respective advantages and disadvantages of this methodology, so this is the brief review aim.

Learning Design of Problem Based Learning Model Based on Recommendations of Sintax Study and Contents Issues on Physics Impulse Materials with Experimental Activities

Directory of Open Access Journals (Sweden)

Kristia Agustina

2017-08-01

Full Text Available This study aims to design learning Problem Based Learning Model based on syntax study recommendations and content issues on Physics Impulse materials through experiments. This research is a development research with Kemp model. The reference for making the learning design is the result of the syntax study and the content of existing PBL implementation problems from Agustina research. This instructional design is applied to the physics material about Impulse done through experimental activity. Limited trials were conducted on the SWCU Physics Education Study Program students group Salatiga, while the validity test was conducted by high school teachers and physics education lecturers. The results of the trial evaluation are limited and the validity test is used to improve the designs that have been made. The conclusion of this research is the design of learning by using PBL model on Impuls material by referring the result of syntax study and the problem content of existing PBL implementation can be produced by learning activity designed in laboratory experiment activity. The actual problem for Impuls material can be used car crash test video at factory. The results of validation tests and limited trials conducted by researchers assessed that the design of learning made by researchers can be used with small revisions. Suggestions from this research are in making learning design by using PBL model to get actual problem can by collecting news that come from newspaper, YouTube, internet, and television.

Students Advise Fortune 500 Company: Designing a Problem-Based Learning Community

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Brzovic, Kathy; Matz, S. Irene

2009-01-01

This article describes the process of planning and implementing a problem-based learning community. Business and communication students from a large university in the Western United States competed in teams to solve an authentic business problem posed by a Fortune 500 company. The company's willingness to adopt some of their recommendations…

Listening Strategy Use and Influential Factors in Web-Based Computer Assisted Language Learning

Science.gov (United States)

Chen, L.; Zhang, R.; Liu, C.

2014-01-01

This study investigates second and foreign language (L2) learners' listening strategy use and factors that influence their strategy use in a Web-based computer assisted language learning (CALL) system. A strategy inventory, a factor questionnaire and a standardized listening test were used to collect data from a group of 82 Chinese students…

Development of a problem - based learning (PBL) and cooperative learning (CL) transportation engineering course For undergraduate students.

Science.gov (United States)

2008-08-01

This study reports the findings of a project that was done during the implementation of a : problem-based learning (PBL) and cooperative learning (CL) elements into an : undergraduate transportation engineering course. The study procedure used the st...

Data preparation for municipal virtual assistant using machine learning

OpenAIRE

Jovan, Leon Noe

2016-01-01

The main goal of this master’s thesis was to develop a procedure that will automate the construction of the knowledge base for a virtual assistant that answers questions about municipalities in Slovenia. The aim of the procedure is to replace or facilitate manual preparation of the virtual assistant's knowledge base. Theoretical backgrounds of different machine learning fields, such as multilabel classification, text mining and learning from weakly labeled data were examined to gain a better ...

Enabling Problem Based Learning through Web 2.0 Technologies

DEFF Research Database (Denmark)

Tambouris, Efthimios; Panopoulou, Eleni; Tarabanis, Konstantinos

2012-01-01

of modern educational systems. Established pedagogical strategies, such as Problem Based Learning (PBL), are being adapted for online use in conjunction with modern Web 2.0 technologies and tools. However, even though Web 2.0 and progressive social-networking technologies are automatically associated......Advances in Information and Communications Technology (ICT), particularly the so-called Web 2.0, are affecting all aspects of our life: how we communicate, how we shop, how we socialise, and how we learn. Facilitating learning through the use of ICT, also known as eLearning, is a vital part...... with ideals such as collaboration, sharing, and active learning, it is also possible to use them in a very conservative, teacher-centred way limiting thus their impact. In this paper, we present a PBL 2.0 framework, i.e., a framework combining PBL practices with Web 2.0 technologies. More specifically, we (a...

An advanced teaching scheme for integrating problem-based learning in control education

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Juuso, Esko K.

2018-03-01

Engineering education needs to provide both theoretical knowledge and problem-solving skills. Many topics can be presented in lectures and computer exercises are good tools in teaching the skills. Learning by doing is combined with lectures to provide additional material and perspectives. The teaching scheme includes lectures, computer exercises, case studies, seminars and reports organized as a problem-based learning process. In the gradually refining learning material, each teaching method has its own role. The scheme, which has been used in teaching two 4th year courses, is beneficial for overall learning progress, especially in bilingual courses. The students become familiar with new perspectives and are ready to use the course material in application projects.

Understanding "Green Chemistry" and "Sustainability": An Example of Problem-Based Learning (PBL)

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Günter, Tugçe; Akkuzu, Nalan; Alpat, Senol

2017-01-01

Background: This study uses problem-based learning (PBL) to ensure that students comprehend the significance of green chemistry better by experiencing the stages of identifying the problem, developing hypotheses, and providing solutions within the problem-solving process. Purpose: The aim of this study is to research the effect of PBL implemented…

Computer Assisted Language Learning. Routledge Studies in Computer Assisted Language Learning

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Pennington, Martha

2011-01-01

Computer-assisted language learning (CALL) is an approach to language teaching and learning in which computer technology is used as an aid to the presentation, reinforcement and assessment of material to be learned, usually including a substantial interactive element. This books provides an up-to date and comprehensive overview of…

Project-Based Learning Using Discussion and Lesson-Learned Methods via Social Media Model for Enhancing Problem Solving Skills

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Jewpanich, Chaiwat; Piriyasurawong, Pallop

2015-01-01

This research aims to 1) develop the project-based learning using discussion and lesson-learned methods via social media model (PBL-DLL SoMe Model) used for enhancing problem solving skills of undergraduate in education student, and 2) evaluate the PBL-DLL SoMe Model used for enhancing problem solving skills of undergraduate in education student.…

Interface between problem-based learning and a learner-centered paradigm

Directory of Open Access Journals (Sweden)

Karimi R

2011-05-01

Full Text Available Reza KarimiPacific University School of Pharmacy, Hillsboro, OR, USABackground: Problem-based learning (PBL has made a major shift in support of student learning for many medical school curricula around the world. Since curricular development of PBL in the early 1970s and its growth in the 1980s and 1990s, there have been growing numbers of publications providing positive and negative data in regard to the curricular effectiveness of PBL. The purpose of this study was to explore supportive data for the four core objectives of PBL and to identify an interface between the objectives of PBL and a learner-centered paradigm.Methods: The four core PBL objectives, ie, structuring of knowledge and clinical context, clinical reasoning, self-directed learning, and intrinsic motivation, were used to search MEDLINE, the Education Resources Information Center, the Educator’s Reference Complete, and PsycINFO from January 1969 to January 2011. The literature search was facilitated and narrowed if the published study included the following terms: “problem-based learning”, “medical education”, “traditional curriculum”, and one of the above four PBL objectives.Results: Through a comprehensive search analysis, one can find supportive data for the effectiveness of a PBL curriculum in achieving the four core objectives of PBL. A further analysis of these four objectives suggests that there is an interface between PBL objectives and criteria from a learner-centered paradigm. In addition, this review indicates that promotion of teamwork among students is another interface that exists between PBL and a learner-centered paradigm.Conclusion: The desire of medical schools to enhance student learning and a need to provide an environment where students construct knowledge rather than receive knowledge have encouraged many medical schools to move into a learner-centered paradigm. Implementation of a PBL curriculum can be used as a prevailing starting point to

Developing Clinical Competency in Crisis Event Management: An Integrated Simulation Problem-Based Learning Activity

Science.gov (United States)

Liaw, S. Y.; Chen, F. G.; Klainin, P.; Brammer, J.; O'Brien, A.; Samarasekera, D. D.

2010-01-01

This study aimed to evaluate the integration of a simulation based learning activity on nursing students' clinical crisis management performance in a problem-based learning (PBL) curriculum. It was hypothesized that the clinical performance of first year nursing students who participated in a simulated learning activity during the PBL session…

Problem-Based Learning and Argumentation: Testing a Scaffolding Framework to Support Middle School Students' Creation of Evidence-Based Arguments

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Belland, Brian R.; Glazewski, Krista D.; Richardson, Jennifer C.

2011-01-01

Students engaged in problem-based learning (PBL) units solve ill-structured problems in small groups, and then present arguments in support of their solution. However, middle school students often struggle developing evidence-based arguments (Krajcik et al., "J Learn Sci" 7:313-350, 1998). Using a mixed method design, the researchers examined the…

Gendered practices of constructing an engineering identity in a problem-based learning environment

DEFF Research Database (Denmark)

Du, Xiangyun

2006-01-01

of an engineering identity with masculinity and the culturally defined engineering competencies leads to different learning experiences for male and female students. The nature of hard-core engineering subjects, based on male interests, privileges men and acts as a barrier to women. The masculine culture......This article examines the learning experiences of engineering students of both genders in a problem-based and project-organized learning environment (PBL) at a Danish university. This study relates an amalgam of theories on learning and gender to the context of engineering education. Based on data...

ADOPTING THE PROBLEM BASED LEARNING APPROACH IN A GIS PROJECT MANAGEMENT CLASS

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Problem Based Learning (PBL) is a process that emphasizes the need for developing problem solving skills through hands-on project formulation and management. A class adopting the PBL method provides students with an environment to acquire necessary knowledge to encounter, unders...

Problem-based learning in a health sciences librarianship course.

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Dimitroff, A; Ancona, A M; Beman, S B; Dodge, A M; Hutchinson, K L; LaBonte, M J; Mays, T L; Simon, D T

1998-01-01

Problem-based learning (PBL) has been adopted by many medical schools in North America. Because problem solving, information seeking, and lifelong learning skills are central to the PBL curriculum, health sciences librarians have been actively involved in the PBL process at these medical schools. The introduction of PBL in a library and information science curriculum may be appropriate to consider at this time. PBL techniques have been incorporated into a health sciences librarianship course at the School of Library and Information Science (LIS) at the University of Wisconsin-Milwaukee to explore the use of this method in an advanced Library and Information Science course. After completion of the course, the use of PBL has been evaluated by the students and the instructor. The modified PBL course design is presented and the perceptions of the students and the instructor are discussed. PMID:9681169

Using Elearning techniques to support problem based learning within a clinical simulation laboratory.

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Docherty, Charles; Hoy, Derek; Topp, Helena; Trinder, Kathryn

2004-01-01

This paper details the results of the first phase of a project that used eLearning to support students' learning within a simulated environment. The locus was a purpose built Clinical Simulation Laboratory (CSL) where the School's newly adopted philosophy of Problem Based Learning (PBL) was challenged through lecturers reverting to traditional teaching methods. The solution, a student-centred, problem-based approach to the acquisition of clinical skills was developed using learning objects embedded within web pages that substituted for lecturers providing instruction and demonstration. This allowed lecturers to retain their facilitator role, and encouraged students to explore, analyse and make decisions within the safety of a clinical simulation. Learning was enhanced through network communications and reflection on video performances of self and others. Evaluations were positive, students demonstrating increased satisfaction with PBL, improved performance in exams, and increased self-efficacy in the performance of nursing activities. These results indicate that an elearning approach can support PBL in delivering a student centred learning experience.

Using an Interactive Web-Based Learning NMR Spectroscopy as a Means to Improve Problem Solving Skills for Undergraduates

International Nuclear Information System (INIS)

Supasorn, Saksri; Vibuljun, Sunantha; Panijpan, Bhinyo; Rajviroongit, Shuleewan

2005-10-01

An Interactive Web-Based Learning NMR Spectroscopy course is developed to improve and facilitate student ' s learning as well as achievement of learning objectives in the concepts of multiplicity, chemical shift, and problem solving. This web-based learning course is emphasized on NMR problem solving, therefore, the concepts of multiplicity and chemical shift, basic concepts for practice problem solving, are also emphasized. Most of animations and pictures in this web-based learning are new created and simplified to explain processes and principles in NMR spectroscopy. With meaningful animations and pictures, simplified English language used, step-by-step problem solving, and interactive test, it can be self-learning web site and best on the student ' s convenience

Scaffolding and Achievement in Problem-Based and Inquiry Learning: A Response to Kirschner, Sweller, and Clark (2006)

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Hmelo-Silver, Cindy E.; Duncan, Ravit Golan; Chinn, Clark A.

2007-01-01

Many innovative approaches to education such as problem-based learning (PBL) and inquiry learning (IL) situate learning in problem-solving or investigations of complex phenomena. Kirschner, Sweller, and Clark (2006) grouped these approaches together with unguided discovery learning. However, the problem with their line of argument is that IL and…

The Use of a Hybrid Strategy Combining Problem-based Learning and Magisterial Lectures to Enhance Learning

Directory of Open Access Journals (Sweden)

Carlos Alberto Acosta-Nassar

2014-09-01

Full Text Available This paper addresses the problem of capturing the attention of intermediate level students in the Thermodynamics 1 course from the Mechanical and Agricultural Engineering Program, with the purpose of helping students improve their learning process. A hybrid teaching strategy was proposed based on Problem-based Learning (PBL principles combined with magisterial lectures. Digital and traditional didactic resources were also used in order to find the best mean to minimize the lack of attention in learners. The strategy was developed by sensitizing students to get involved in their formation process. PowerPoint presentations, video clips, the traditional white board and an ultra slim digital tablet board were used to develop the theoretical issues and present the solutions to the problems chosen for the PBL strategy. Finally, the strategy was evaluated and results were analyzed, indicating that using a hybrid strategy combining PBL and traditional magisterial lectures is an optimal resource to improve the learning process of students taking Thermodynamics 1. In addition, it was also concluded that the ultra slim digital tablet board is the optimal didactic resource.

Blended learning approach improves teaching in a problem-based learning environment in orthopedics - a pilot study

Science.gov (United States)

2014-01-01

Background While e-learning is enjoying increasing popularity as adjunct in modern teaching, studies on this topic should shift from mere evaluation of students’ satisfaction towards assessing its benefits on enhancement of knowledge and skills. This pilot study aimed to detect the teaching effects of a blended learning program on students of orthopedics and traumatology in the context of a problem-based learning environment. Methods The project NESTOR (network for students in traumatology and orthopedics) was offered to students in a problem-based learning course. Participants completed written tests before and directly after the course, followed by a final written test and an objective structured clinical examination (OSCE) as well as an evaluation questionnaire at the end of the semester. Results were compared within the group of NESTOR users and non-users and between these two groups. Results Participants (n = 53) rated their experiences very positively. An enhancement in knowledge was found directly after the course and at the final written test for both groups (p blended learning approach on knowledge enhancement and satisfaction of participating students. However, it will be an aim for the future to further explore the chances of this approach and internet-based technologies for possibilities to improve also practical examination skills. PMID:24690365

Problem Solving Method Based on E-Learning System for Engineering Education

Science.gov (United States)

Khazaal, Hasan F.

2015-01-01

Encouraging engineering students to handle advanced technology with multimedia, as well as motivate them to have the skills of solving the problem, are the missions of the teacher in preparing students for a modern professional career. This research proposes a scenario of problem solving in basic electrical circuits based on an e-learning system…

Research and Teaching: Assessing the Effect of Problem-Based Learning on Undergraduate Student Learning in Biomechanics

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Mandeville, David; Stoner, Mark

2015-01-01

The aim of this study was to assess the effect of using the problem-based learning (PBL) teaching strategy on student academic achievement and secondary learning outcomes when compared with the traditional lecture (TL) for an undergraduate Biomechanics course. Successive undergraduate Biomechanics courses--a TL cohort and a PBL cohort--were…

Development and Validation of the Motivation for Tutoring Questionnaire in Problem-Based Learning Programs

OpenAIRE

Kassab, Salah Eldin; Hassan, Nahla; El-Araby, Shimaa; Salem, Abdel Halim; Alrebish, Saleh Ali; Al-Amro, Ahmed S.; Al-Shobaili, Hani A.; Hamdy, Hossam

2017-01-01

Purpose: There are no published instruments, which measure tutor motivation for conducting small group tutorials in problem-based learning programs. Therefore, we aimed to develop a motivation for tutoring questionnaire in problem-based learning (MTQ-PBL) and evaluate its construct validity. Methods: The questionnaire included 28 items representing four constructs: tutoring self-efficacy (15 items), tutoring interest (6 items), tutoring value (4 items), and tutoring effort (3 items). Tutor...

Preparing Hispanic Students for the Real World: Benefits of Problem-Based Service Learning Projects

Science.gov (United States)

West, Jean Jaymes; Simmons, Donna

2012-01-01

Student learning is enriched by problem-based service learning (PBSL) projects. For Hispanic students, the learning that takes place in PBSL projects may be even more significant, although the research published in academic journals about client-based projects for Hispanic students is limited. This article begins to advance an understanding of how…

Appreciation of learning environment and development of higher-order learning skills in a problem-based learning medical curriculum.

Science.gov (United States)

Mala-Maung; Abdullah, Azman; Abas, Zoraini W

2011-12-01

This cross-sectional study determined the appreciation of the learning environment and development of higher-order learning skills among students attending the Medical Curriculum at the International Medical University, Malaysia which provides traditional and e-learning resources with an emphasis on problem based learning (PBL) and self-directed learning. Of the 708 participants, the majority preferred traditional to e-resources. Students who highly appreciated PBL demonstrated a higher appreciation of e-resources. Appreciation of PBL is positively and significantly correlated with higher-order learning skills, reflecting the inculcation of self-directed learning traits. Implementers must be sensitive to the progress of learners adapting to the higher education environment and innovations, and to address limitations as relevant.

Theoretical assumptions of Maffesoli's sensitivity and Problem-Based Learning in Nursing Education

Directory of Open Access Journals (Sweden)

María-Aurora Rodríguez-Borrego

2014-06-01

Full Text Available OBJECTIVE: understand the everyday and the imaginary of Nursing students in their knowledge socialization process through the Problem-Based Learning (PBL strategy.METHOD: Action Research, involving 86 students from the second year of an undergraduate Nursing program in Spain. A Critical Incident Questionnaire and Group interview were used. Thematic/categorical analysis, triangulation of researchers, subjects and techniques.RESULTS: the students signal the need to have a view from within, reinforcing the criticism against the schematic dualism; PBL allows one to learn how to be with the other, with his mechanical and organic solidarity; the feeling together, with its emphasis on learning to work in group and wanting to be close to the person taking care.CONCLUSIONS: The great contradictions the protagonists of the process, that is, the students experience seem to express that group learning is not a form of gaining knowledge, as it makes them lose time to study. The daily, the execution time and the imaginary of how learning should be do not seem to have an intersection point in the use of Problem-Based Learning. The importance of focusing on the daily and the imaginary should be reinforced when we consider nursing education.

Factors influencing a problem-based learning implementation: A case study of IT courses

Science.gov (United States)

Darus, Norida Muhd; Mohd, Haslina; Baharom, Fauziah; Saip, Mohamed Ali; Puteh, Nurnasran; Marzuki @ Matt, Zaharin; Husain, Mohd Zabidin; Yasin, Azman

2016-08-01

IT students must be trained to work efficiently as teamwork. One of the techniques that can be used to train them is through Problem-Based Learning (PBL) approach. The PBL implementation can be influenced by various factors depending on the ultimate goal of the study. This study is focusing on the IT students' perception of the PBL implementation. The student's perception is important to ensure the successfulness of the PBL implementation. Therefore, it is important to identify the factors that might influence the implementation of PBL of IT courses. This study aims to identify some catalyst factors that may influence the PBL implementation of IT courses. The study involved three (3) main phases: identifying PBL implementation factors, constructing a PBL model, and PBL model validation using statistical analysis. Four main factors are identified: PBL Characteristics, PBL Course Assessment, PBL Practices, and PBL Perception. Based on these four factors, a PBL model is constructed. Then, based on the proposed PBL model, four hypotheses are formulated and analyzed to validate the model. All hypotheses are significantly acceptable. The result shows that the PBL Characteristics and PBL Course Assessment factors are significantly influenced the PBL Practices and indirectly influenced the Students' Perception of the PBL Implementation for IT courses. This PBL model can assist decision makers in enhancing the PBL teaching and learning strategy for IT courses. It is also can be tested to other courses in the future.

The effect of problem-based learning on education and recall of medical students in a course of basic immunology in comparison with lecture-based learning

Directory of Open Access Journals (Sweden)

Davood Yadegarinia

2002-07-01

Full Text Available Background According to the available evidence and experiments, problem-based learning is one of the most successful methods to achieve higher educational objectives. In this method, the discussion about the medical subjects to be learned by the students is based on a real clinical case and participation of the students. Various advantages and disadvantages of this method have been addressed in different studies. Purpose In order to evaluate the effect of this method in our educational framework, we compare two educational methods, problem-based learning and lecture-based learning, in terms of students• education and recall. Methods It is an experimental study. Two topics of basic immunology were chosen after holding discussion meetings. The students were divided randomly into two groups. Each topic was taught to the two groups of students using both methods alternately. Students' educational achievement was evaluated with pre-test and post-test exams. Four weeks after these sessions, short-assay exams were used to evaluate the students' recall. Results The difference of pre-test results between the two groups was not statistically significant, whereas the difference of post-test scores was statistically significant. There was no statistically significant difference in the students' recall between the two groups. Conclusion Considering the exchange of two methods between the two groups, the effect of personal differences was eliminated in this study, and since there is no significant difference in the pre-test scores, the difference of post-test results could be related to the effect of PBL. According to the results of this study and with conducting additional experiments, the problem-based learning could be adjusted with the specific educational framework in our country. Keywords: problem-based learning, lecture-based learning, education, recall

Analysis of an Interactive Technology Supported Problem-Based Learning STEM Project Using Selected Learning Sciences Interest Areas (SLSIA)

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Kumar, David Devraj

2017-01-01

This paper reports an analysis of an interactive technology-supported, problem-based learning (PBL) project in science, technology, engineering and mathematics (STEM) from a Learning Sciences perspective using the Selected Learning Sciences Interest Areas (SLSIA). The SLSIA was adapted from the "What kinds of topics do ISLS [International…

Problem- and case-based learning in science: an introduction to distinctions, values, and outcomes.

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Allchin, Douglas

2013-01-01

Case-based learning and problem-based learning have demonstrated great promise in reforming science education. Yet an instructor, in newly considering this suite of interrelated pedagogical strategies, faces a number of important instructional choices. Different features and their related values and learning outcomes are profiled here, including: the level of student autonomy; instructional focus on content, skills development, or nature-of-science understanding; the role of history, or known outcomes; scope, clarity, and authenticity of problems provided to students; extent of collaboration; complexity, in terms of number of interpretive perspectives; and, perhaps most importantly, the role of applying versus generating knowledge.

PBL - Problem Based Learning for Companies and Clusters

Energy Technology Data Exchange (ETDEWEB)

Hamburg, I; Vladut, G.

2016-07-01

Small and medium sized companies (SMEs) assure economic growth in Europe. Generally many SMEs are struggling to survive in an ongoing global recession and often they are becoming reluctant to release or pay for staff training. In this paper we present shortly the learning methods in SMEs particularly the Problem Based Learning (PBL) as an efficient form for SMEs and entrepreneurship education. In the field of Urban Logistics it was developed four Clusters with potential of innovation and research in four European Regions: Tuscany - Italy, Valencia - Spain, Lisbon and Tagus - Portugal, Oltenia – Romania. Training and mentoring for SMEs, are essential to create competitiveness. Information and communication technologies (ICT) support the tutors by using an ICT platform which is in the development. (Author)

An Antipodean Evaluation of Problem-Based Learning by Clinical Educators.

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Williams, Allison F.

1999-01-01

The use of problem-based learning in an Australian nursing education program was evaluated through interviews with 14 clinical teachers. They saw improvement in students' self-direction and holistic views of patients, but felt students lacked psychomotor skills and fundamental knowledge of anatomy and physiology. (SK)

Problem Based Learning as a Cultural Tool for Health and Safety Learning in a Multi-national Company

DEFF Research Database (Denmark)

Adam, Henrik; Petersson, Eva

2013-01-01

The general background of this study is an interest in how cultural tools contribute to structuring learning activities. The specific interest is to explore how such tools co-determine employees’ problem solving actions in health, safety and environment (HSE) training activities in a multi...... learn to organise HSE actions in the context of using Problem Based Learning (PBL) applied as a cultural tool. More specifically, our interest is in how PBL promotes adult learning by drawing on learners’ experience and involving them in reflective and social processes in the given context......-national company context. Theoretically, the research takes its point of departure in a socio-cultural perspective on the role of cultural tools in learning, and in a complementary interest in the role of communicative framing of learning activities. In the research reported here, the focus is on how employees...

Problem based learning in medical education: theory, rationale, process and implications for pakistan.

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Baig, Lubna A

2006-09-01

Historically, lectures were the medium to transfer cognitive information to the learners in medical education. Apprenticeship training, labs, bedside teaching, tutorials etc. were used to impart psychomotor and affective skills. It was assumed that the learner will assimilate all this knowledge and will be competent to apply this learning in practical life. Problem-based learning (PBL) emerged due to problems in building the appropriate competencies in the medical graduates and is a relatively newer mode of transfer of knowledge. This paper will deal with problem-based learning which took the world with storm in the 80's and most institutions in the world started using different variants of PBL. This paper attempts to define and explore the theoretical basis and historical background of PBL. The paper will systematically review literature and argue about the advantages and disadvantages of PBL and the implications of its implementation in Pakistan.

Dysfunctional problem-based learning curricula: resolving the problem

Directory of Open Access Journals (Sweden)

Lim William K

2012-09-01

Full Text Available Abstract Background Problem-based learning (PBL has become the most significant innovation in medical education of the past 40 years. In contrast to exam-centered, lecture-based conventional curricula, PBL is a comprehensive curricular strategy that fosters student-centred learning and the skills desired in physicians. The rapid spread of PBL has produced many variants. One of the most common is 'hybrid PBL' where conventional teaching methods are implemented alongside PBL. This paper contends that the mixing of these two opposing educational philosophies can undermine PBL and nullify its positive benefits. Schools using hybrid PBL and lacking medical education expertise may end up with a dysfunctional curriculum worse off than the traditional approach. Discussion For hybrid PBL schools with a dysfunctional curriculum, standard PBL is a cost-feasible option that confers the benefits of the PBL approach. This paper describes the signs of a dysfunctional PBL curriculum to aid hybrid PBL schools in recognising curricular breakdown. Next it discusses alternative curricular strategies and costs associated with PBL. It then details the four critical factors for successful conversion to standard PBL: dealing with staff resistance, understanding the role of lectures, adequate time for preparation and support from the administrative leadership. Summary Hybrid PBL curricula without oversight by staff with medical education expertise can degenerate into dysfunctional curricula inferior even to the traditional approach from which PBL emerged. Such schools should inspect their curriculum periodically for signs of dysfunction to enable timely corrective action. A decision to convert fully to standard PBL is cost feasible but will require time, expertise and commitment which is only sustainable with supportive leadership.

Educational Technologies in Problem-Based Learning in Health Sciences Education: A Systematic Review

Science.gov (United States)

Jin, Jun

2014-01-01

Background As a modern pedagogical philosophy, problem-based learning (PBL) is increasingly being recognized as a major research area in student learning and pedagogical innovation in health sciences education. A new area of research interest has been the role of emerging educational technologies in PBL. Although this field is growing, no systematic reviews of studies of the usage and effects of educational technologies in PBL in health sciences education have been conducted to date. Objective The aim of this paper is to review new and emerging educational technologies in problem-based curricula, with a specific focus on 3 cognate clinical disciplines: medicine, dentistry, and speech and hearing sciences. Analysis of the studies reviewed focused on the effects of educational technologies in PBL contexts while addressing the particular issue of scaffolding of student learning. Methods A comprehensive computerized database search of full-text articles published in English from 1996 to 2014 was carried out using 3 databases: ProQuest, Scopus, and EBSCOhost. Eligibility criteria for selection of studies for review were also determined in light of the population, intervention, comparison, and outcomes (PICO) guidelines. The population was limited to postsecondary education, specifically in dentistry, medicine, and speech and hearing sciences, in which PBL was the key educational pedagogy and curriculum design. Three types of educational technologies were identified as interventions used to support student inquiry: learning software and digital learning objects; interactive whiteboards (IWBs) and plasma screens; and learning management systems (LMSs). Results Of 470 studies, 28 were selected for analysis. Most studies examined the effects of learning software and digital learning objects (n=20) with integration of IWB (n=5) and LMS (n=3) for PBL receiving relatively less attention. The educational technologies examined in these studies were seen as potentially fit for

Educational technologies in problem-based learning in health sciences education: a systematic review.

Science.gov (United States)

Jin, Jun; Bridges, Susan M

2014-12-10

As a modern pedagogical philosophy, problem-based learning (PBL) is increasingly being recognized as a major research area in student learning and pedagogical innovation in health sciences education. A new area of research interest has been the role of emerging educational technologies in PBL. Although this field is growing, no systematic reviews of studies of the usage and effects of educational technologies in PBL in health sciences education have been conducted to date. The aim of this paper is to review new and emerging educational technologies in problem-based curricula, with a specific focus on 3 cognate clinical disciplines: medicine, dentistry, and speech and hearing sciences. Analysis of the studies reviewed focused on the effects of educational technologies in PBL contexts while addressing the particular issue of scaffolding of student learning. A comprehensive computerized database search of full-text articles published in English from 1996 to 2014 was carried out using 3 databases: ProQuest, Scopus, and EBSCOhost. Eligibility criteria for selection of studies for review were also determined in light of the population, intervention, comparison, and outcomes (PICO) guidelines. The population was limited to postsecondary education, specifically in dentistry, medicine, and speech and hearing sciences, in which PBL was the key educational pedagogy and curriculum design. Three types of educational technologies were identified as interventions used to support student inquiry: learning software and digital learning objects; interactive whiteboards (IWBs) and plasma screens; and learning management systems (LMSs). Of 470 studies, 28 were selected for analysis. Most studies examined the effects of learning software and digital learning objects (n=20) with integration of IWB (n=5) and LMS (n=3) for PBL receiving relatively less attention. The educational technologies examined in these studies were seen as potentially fit for problem-based health sciences education

Evaluating a "Second Life" Problem-Based Learning (PBL) Demonstrator Project: What Can We Learn?

Science.gov (United States)

Beaumont, Chris; Savin-Baden, Maggi; Conradi, Emily; Poulton, Terry

2014-01-01

This article reports the findings of a demonstrator project to evaluate how effectively Immersive Virtual Worlds (IVWs) could support problem-based learning. The project designed, created and evaluated eight scenarios within "Second Life" (SL) for undergraduate courses in health care management and paramedic training. Evaluation was…

Evidence for Constructive, Self-Regulatory, and Collaborative Processes in Problem-Based Learning

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Yew, Elaine H. J.; Schmidt, Henk G.

2009-01-01

The goal of this study was to increase our understanding of the learning-oriented verbal interactions taking place between students during the problem-based learning (PBL) cycle. The verbal interactions of one PBL group of five students throughout an entire PBL cycle were recorded in this data-intensive case study. The verbatim transcript…

A flowchart-based multi-agent system for assisting novice programmers with problem solving activities

OpenAIRE

Hooshyar, Danial; Ahmad, Rodina Binti; Raj, Ram Gopal; Nasir, Mohd Hairul Nizam Md; Yousefi, Moslem Yousefi; Horng, Shi-Jinn; Rugelj, Jože

2015-01-01

In the early stages of learning computer programming, Computer Science (CS) minors share a misconception of what programming is . In order to address th is problem, FMAS, a f lowchar t - based m ulti - a gent s ystem is developed to familiarize students who have no prior k nowledge of programming , with the initial stages in learning programming . The aim is to improve s...

Saving Face: Managing Rapport in a Problem-Based Learning Group

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Robinson, Leslie; Harris, Ann; Burton, Rob

2015-01-01

This qualitative study investigated the complex social aspects of communication required for students to participate effectively in Problem-Based Learning and explored how these dynamics are managed. The longitudinal study of a group of first-year undergraduates examined interactions using Rapport Management as a framework to analyse communication…

Lecture capturing assisted teaching and learning experience

Science.gov (United States)

Chen, Li

2015-03-01

When it comes to learning, a deep understanding of the material and a broadband of knowledge are equally important. However, provided limited amount of semester time, instructors often find themselves struggling to reach both aspects at the same time and are often forced to make a choice between the two. On one hand, we would like to spend much time to train our students, with demonstrations, step by step guidance and practice, to develop strong critical thinking skills and problem-solving skills. On the other hand, we also would like to cover a wide range of content topics to broaden our students' understanding. In this presentation, we propose a working scheme that may assist to achieve these two goals at the same time without sacrificing either one. With the help of recorded and pre-recorded lectures and other class materials, it allows instructors to spend more class time to focus on developing critical thinking skills and problem-solving skills, and to apply and connect principle knowledge with real life phenomena. It also allows our students to digest the material at a pace they are comfortable with by watching the recorded lectures over and over. Students now have something as a backup to refer to when they have random mistakes and/or missing spots on their notes, and hence take more ownership of their learning. Advanced technology have offered flexibility of how/when the content can be delivered, and have been assisting towards better teaching and learning strategies.

Does Problem-Based Learning Improve Problem Solving Skills?--A Study among Business Undergraduates at Malaysian Premier Technical University

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Kadir, Z. Abdul; Abdullah, N. H.; Anthony, E.; Salleh, B. Mohd; Kamarulzaman, R.

2016-01-01

Problem-based Learning (PBL) approach has been widely used in various disciplines since it is claimed to improve students' soft skills. However, empirical supports on the effect of PBL on problem solving skills have been lacking and anecdotal in nature. This study aimed to determine the effect of PBL approach on students' problem solving skills…

Discrete Teaching-learning-based optimization Algorithm for Traveling Salesman Problems

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Wu Lehui

2017-01-01

Full Text Available In this paper, a discrete variant of TLBO (DTLBO is proposed for solving the traveling salesman problem (TSP. In the proposed method, an effective learner representation scheme is redefined based on the characteristics of TSP problem. Moreover, all learners are randomly divided into several sub-swarms with equal amounts of learners so as to increase the diversity of population and reduce the probability of being trapped in local optimum. In each sub-swarm, the new positions of learners in the teaching phase and the learning phase are generated by the crossover operation, the legality detection and mutation operation, and then the offspring learners are determined based on greedy selection. Finally, to verify the performance of the proposed algorithm, benchmark TSP problems are examined and the results indicate that DTLBO is effective compared with other algorithms used for TSP problems.

Motivating programming students by Problem Based Learning and LEGO robots

DEFF Research Database (Denmark)

Lykke, Marianne; Coto Chotto, Mayela; Mora, Sonia

2014-01-01

. For this reason the school is focusing on different teaching methods to help their students master these skills. This paper introduces an experimental, controlled comparison study of three learning designs, involving a problem based learning (PBL) approach in connection with the use of LEGO Mindstorms to improve...... students programming skills and motivation for learning in an introductory programming course. The paper reports the results related with one of the components of the study - the experiential qualities of the three learning designs. The data were collected through a questionnaire survey with 229 students...... from three groups exposed to different learning designs and through six qualitative walk-alongs collecting data from these groups by informal interviews and observations. Findings from the three studies were discussed in three focus group interviews with 10 students from the three experimental groups....

The learning potentials and challenges when integrating Web 2.0 in a problem-based learning approach

DEFF Research Database (Denmark)

Buus, Lillian

The research makes a triple co-construction between problem-based learning (PBL), learning design and action research within the area of networked learning. The complexity this creates in the research can lead it in many different directions, because it builds on collaboration, interaction...... and “elements” in motion. The authors' assumption is built on the perspective that knowledge is constructed in social collaborative interactions between people. Furthermore, she claims that the ideology of Web 2.0 provides research opportunities to study phenomena also found in PBL and networked learning...

Problem-Based Learning--A Corporate Training Model for Community Colleges.

Science.gov (United States)

Flint, Wendy

2003-01-01

Argues that problem-based learning, which stresses relevant learner issues and allows for the flexibility of the situation and the learners in the classroom, can be used to better prepare students for the workplace. Presents the five steps the process takes students through--engagement, inquiry, solution building, debriefing and reflection, and…

Teaching Psychosomatic Medicine Using Problem-Based Learning and Role-Playing

Science.gov (United States)

Heru, Alison M.

2011-01-01

Objective: Problem-based learning (PBL) has been implemented in medical education world-wide. Despite its popularity, it has not been generally considered useful for residency programs. The author presents a model for the implementation of PBL in residency programs. Method: The author presents a description of a PBL curriculum for teaching…

Hydrostatic Pressure Project: Linked-Class Problem-Based Learning in Engineering

Science.gov (United States)

Davis, Freddie J.; Lockwood-Cooke, Pamela; Hunt, Emily M.

2011-01-01

Over the last few years, WTAMU Mathematics, Engineering and Science faculty has used interdisciplinary projects as the basis for implementation of a linked-class approach to Problem-Based Learning (PBL). A project that has significant relevance to engineering statics, fluid mechanics, and calculus is the Hydrostatic Pressure Project. This project…

Gender and Diversity in a Problem and Project Based Learning Environment

DEFF Research Database (Denmark)

Du, Xiangyun

Problem and Project Based Learning (PBL) has been well used as an educational philosophy and methodology in the construction of student centered and contextualized learning environment. PBL is also regarded as an effective method in producing engineering graduates who can not only meet the needs...... on the learning experiences of engineering students in the PBL environment in Denmark. This book also attempts to question the issue of diversity in engineering education via the exploration of whether or in which ways the PBL environment is friendly to diverse groups of learners such as women....

D2.1 - An EA Active, Problem Based Learning Methodology - EAtrain2

DEFF Research Database (Denmark)

Ryberg, Thomas; Georgsen, Marianne; Buus, Lillian

This deliverable reports on the work undertaken in work package 2 with the key objective to develop a learning methodology for web 2.0 mediated Enterprise Architecture (EA) learning building on a problem based learning (PBL) approach. The deliverable reports not only on the methodology but also...... on the activities leading to its development (literature review, workshops, etc.) and on further outcomes of this work relevant to the platform specification and pilot courses preparation....

Bringing problem based learning to life using virtual reality.

Science.gov (United States)

Nelson, Linda; Sadler, Lynne; Surtees, Geoffrey

2005-03-01

Recent UK government policy advocates the need for a more flexible approach to nurse education and ;Fitness for Practice' stresses the importance of information technology and computer mediated learning facilities in the future of nursing education [Department of Health, Making a Difference, Strengthening the Nursing, Midwifery and Health Visiting Contribution to Health Care, Department of Health, 1999; The United Kingdom Central Council For Nursing, Fitness for Practice, The UKCC Commission for Nursing and Midwifery Education, 1999]. In response to this recommendation, a virtual reality package has been designed as a learning resource within adult pre-registration nursing education. This learning and teaching strategy is used in conjunction with problem based learning, enabling students to visualise individual/family life in a community setting. Students are encouraged to consider wider issues such as social and environmental factors and their impact upon health. The virtual reality package acts as one of a number of triggers. This paper will discuss the early development and offer an example of its use as a learning and teaching strategy within year two of a three year programme.

Assessing the effectiveness of problem-based learning of preventive medicine education in China.

Science.gov (United States)

Ding, Xiaojie; Zhao, Liping; Chu, Haiyan; Tong, Na; Ni, Chunhui; Hu, Zhibin; Zhang, Zhengdong; Wang, Meilin

2014-05-30

Problem-based learning (PBL) is defined as a student-centered pedagogy which can provide learners more opportunities for application of knowledge acquired from basic science to the working situations than traditional lecture-based learning (LBL) method. In China, PBL is increasingly popular among preventive medicine educators, and multiple studies have investigated the effectiveness of PBL pedagogy in preventive medicine education. A pooled analysis based on 15 studies was performed to obtain an overall estimate of the effectiveness of PBL on learning outcomes of preventive medicine. Overall, PBL was associated with a significant increase in students' theoretical examination scores (SMD = 0.62, 95% CI = 0.41-0.83) than LBL. For the attitude- and skill-based outcomes, the pooled PBL effects were also significant among learning attitude (OR = 3.62, 95% CI = 2.40-5.16), problem solved skill (OR = 4.80, 95% CI = 2.01-11.46), self-directed learning skill (OR = 5.81, 95% CI = 3.11-10.85), and collaborative skill (OR = 4.21, 95% CI = 0.96-18.45). Sensitivity analysis showed that the exclusion of a single study did not influence the estimation. Our results suggest that PBL of preventive medicine education in China appears to be more effective than LBL in improving knowledge, attitude and skills.

Problem-Based Learning in the Earth and Space Science Classroom, K-12

Science.gov (United States)

McConnell, Tom J.; Parker, Joyce; Eberhardt, Janet

2017-01-01

If you've ever asked yourself whether problem-based learning (PBL) can bring new life to both your teaching and your students' learning, here's your answer: Yes. This all-in-one guide will help you engage your students in scenarios that represent real-world science in all its messy, thought-provoking glory. The scenarios will prompt K-12 students…

Comparison the Application of PBL (Project Based Learning and PBL (Problem Based Learning Learning Model on Online Marketing Subjects

Directory of Open Access Journals (Sweden)

Agnes Dini Mardani

2017-09-01

Full Text Available Purpose of this study are (1 the application of learning PjBL with PBL to improve study results students, (2 assessing the domain affective, cognitive, and psychomotor, (3 the difference study results use the PjBL with PBL to improve study results students. The research is research quantitative and including research apparent experiment (quasi eksperiment by taking sample class two classes X PM 1 as a class experiment and class X PM 2 as a class control. Research instruments used for data collection namely: (1 tests to pretes and postest used to determine the cognitive assessment, (2 sheets observation affective, (3 sheets of the process for the psychomotor. The trial research instruments use the validity and reabilitas. Analysis techniques data using: (1 test a prerequisite analysis consisting of normality test and the homogeneity (2 T test unpaired which ended with the help of computer programs spss. Based on the result of this research can be concluded that: (1 the application of PjBL (Project Based Learning and PBL (Problem Based Learning should be conducted well in accordance syntax learning, (2 assessing the cognitive students have a difference and class experiment having an average higher than class control, (3 assessing the results affective students have a difference and on the application of PjBL is better than PBL.

Problem-Based Service Learning: The Evolution of a Team Project

Science.gov (United States)

Connor-Greene, Patricia A.

2002-01-01

In this article, I describe the evolution of a problem-based service learning project in an undergraduate Abnormal Psychology course. Students worked in teams on a semester-long project to locate and evaluate information and treatment for specific psychiatric disorders. As part of the project, each team selected relevant bibliographic materials,…

Algebraic Reasoning in Solving Mathematical Problem Based on Learning Style

Science.gov (United States)

Indraswari, N. F.; Budayasa, I. K.; Ekawati, R.

2018-01-01

This study aimed to describe algebraic reasoning of secondary school’s pupils with different learning styles in solving mathematical problem. This study begins by giving the questionnaire to find out the learning styles and followed by mathematical ability test to get three subjects of 8th-grade whereas the learning styles of each pupil is visual, auditory, kinesthetic and had similar mathematical abilities. Then it continued with given algebraic problems and interviews. The data is validated using triangulation of time. The result showed that in the pattern of seeking indicator, subjects identified the things that were known and asked based on them observations. The visual and kinesthetic learners represented the known information in a chart, whereas the auditory learner in a table. In addition, they found the elements which makes the pattern and made a relationship between two quantities. In the pattern recognition indicator, they created conjectures on the relationship between two quantities and proved it. In the generalization indicator, they were determining the general rule of pattern found on each element of pattern using algebraic symbols and created a mathematical model. Visual and kinesthetic learners determined the general rule of equations which was used to solve problems using algebraic symbols, but auditory learner in a sentence.

Mathematics Learning Assisted Geogebra using Technologically Aligned Classroom (TAC) to Improve Communication Skills of Vocasional High School Student

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Yuliardi, R.; Nurjanah

2017-09-01

The purpose of this study to analyze mathematical communication skill’s student to resolve geometry transformation problems through computer Assisted Geogebra using Technologically Aligned Classroom (TAC). The population in this study were students from one of Vocasional High School Student in West Java. Selection of sample by purposed random sampling, the experimental class is taught Technologically Aligned Classroom (TAC) with GeoGebra, while the control class is taught by conventional learning. This study was quasi-experimental with pretest and posttest control group design. Based on the results; (1) The enhancement of student mathematical communication skills through TAC was higher than the conventional learning; (2) based on gender, there were no differences of mathematical communication skilss student who exposed with TAC and conventional learning; (3) based on KAM test, there was significant enhancement of students’ communication skills among ability of high, middle, and low KAM. The differences occur between high KAM and middle KAM, and also between high KAM and low KAM. Based on this result, mathematics learning Assisted Geogebra using Technologically Aligned Classroom (TAC) can be applied in the process of Mathematics Learning in Vocasional High School.

Countering the Pedagogy of Extremism: Reflective Narratives and Critiques of Problem-Based Learning

Science.gov (United States)

Woo, Chris W. H.; Laxman, Kumar

2013-01-01

This paper is a critique against "purist" pedagogies found in the literature of student-centred learning. The article reproves extremism in education and questions the absolutism and teleological truths expounded in exclusive problem-based learning. The paper articulates the framework of a unifying pedagogical practice through Eve…

Learner Perspectives of Online Problem-Based Learning and Applications from Cognitive Load Theory

Science.gov (United States)

Chen, Ruth

2016-01-01

Problem-based learning (PBL) courses have historically been situated in physical classrooms involving in-person interactions. As online learning is embraced in higher education, programs that use PBL can integrate online platforms to support curriculum delivery and facilitate student engagement. This report describes student perspectives of the…

Enhancing Problem-Based Learning Designs with a Single E-Learning Scaffolding Tool: Two Case Studies Using Challenge FRAP

Science.gov (United States)

Stewart, Terry M.; MacIntyre, William R.; Galea, Victor J.; Steel, Caroline H.

2007-01-01

Problem-based learning (PBL) is a powerful instructional approach. By working through assessable complex problem-solving tasks learners can be encouraged to actively engage in investigation and inquiry and to use high level cognitive thought processes to solve real-life problems in professional contexts. A critical element of a successful PBL…

The «PBL WORKING ENVIRONMENT» as interactive and expert system to learn the problem-based learning method

Directory of Open Access Journals (Sweden)

Susana Correnti

2016-01-01

Full Text Available The «PBL working environment» is a virtual environment developed in the framework of SCENE project (profeSsional development for an effeCtive PBL approach: a practical experiENce through ICT-enabled lEarning solution, co-funded by the European Lifelong Learning Program. The «PBL working environment» is devoted to prepare headmasters and teachers of secondary and vocational schools to use Problem-Based Learning (PBL pedagogy effectively. It is a student-centered pedagogy where learners are «actively» engaged in real world problems to solve or challenges to meet. Students develop problem-solving, self-directed learning and team skills. The «PBL working environment» is an virtual tool including three main elements: e-learning platform, virtual facilitator and PBL repository. Teachers, trainers and headmasters/school managers learn the PBL pedagogy by attending an on-line course (e-learning platform delivered through the «inductive method». It allows learners to experience PBL approach, by practicing it stage by stage, and then learn to turn practice into theory by abstracting their experience to build a theoretical understanding. Since generating the proper scenario is the most critical aspect of PBL, after benefiting from the on-line course, users can benefit from a further support: the Virtual Facilitator. It provides tips and hints on how correctly design a problem scenario and by asking questions to collect data on user's specific needs. The Virtual Facilitator is able to provide a/or more suitable example(s which match as closest as possible the teacher/trainer need. Finally, users can share problem scenarios and projects of different subjects of studies and with different characteristics uploaded and downloaded in the PBL repository.

The Effect of Problem-Based Learning in Nursing Education: A Meta-Analysis

Science.gov (United States)

Shin, In-Soo; Kim, Jung-Hee

2013-01-01

Problem-based learning (PBL) has been identified as an approach that improves the training of nurses by teaching them how to apply theory to clinical practice and by developing their problem-solving skills, which could be used to overcome environmental constraints within clinical practice. A consensus is emerging that there is a need for…

Academic and social integration and study progress in problem based learning

NARCIS (Netherlands)

S.E. Severiens (Sabine); H.G. Schmidt (Henk)

2009-01-01

textabstractThe present study explores the effects of problem-based learning (PBL) on social and academic integration and study progress. Three hundred and five first-year students from three different psychology curricula completed a questionnaire on social and academic integration. Effects of a

Problem-based learning in internal medicine: virtual patients or paper-based problems?

Science.gov (United States)

Sobocan, Monika; Turk, Neja; Dinevski, Dejan; Hojs, Radovan; Pecovnik Balon, Breda

2017-01-01

Teaching using paper problem-based learning (p-PBL) sessions has left some students fatigued with the learning process. Therefore, attempts have been made to replace p-PBL with digitally enhanced, decision-making PBL in the form of virtual patients (VP). Student enthusiasm for substituting p-PBL with VP has not been quantitatively evaluated on the intended educational effects. To determine the educational effects of substituting p-PBL sessions with VP on undergraduate medical students in their internal medicine course. We conducted a randomised controlled study on 34 third-year undergraduate medical students in the academic year 2015-2016. Student performance after an intervention substituting p-PBL sessions with VP was analysed. The educational outcomes were measured with knowledge exams and the Diagnostic Thinking Inventory. There was no difference in exam performance between groups (P > 0.833) immediately after the intervention, or in long term. Nor was there a significant difference in improvement of diagnostic thinking between groups (P > 0.935 and P > 0.320). Our study showed no significant improvement in diagnostic thinking abilities or knowledge exam results with the use of VP. Educators can add VP to sessions to motivate students, but a significant improvement to educational outcome should not be expected. © 2016 Royal Australasian College of Physicians.

Theoretical assumptions of Maffesoli's sensitivity and Problem-Based Learning in Nursing Education1

Science.gov (United States)

Rodríguez-Borrego, María-Aurora; Nitschke, Rosane Gonçalves; do Prado, Marta Lenise; Martini, Jussara Gue; Guerra-Martín, María-Dolores; González-Galán, Carmen

2014-01-01

Objective understand the everyday and the imaginary of Nursing students in their knowledge socialization process through the Problem-Based Learning (PBL) strategy. Method Action Research, involving 86 students from the second year of an undergraduate Nursing program in Spain. A Critical Incident Questionnaire and Group interview were used. Thematic/categorical analysis, triangulation of researchers, subjects and techniques. Results the students signal the need to have a view from within, reinforcing the criticism against the schematic dualism; PBL allows one to learn how to be with the other, with his mechanical and organic solidarity; the feeling together, with its emphasis on learning to work in group and wanting to be close to the person taking care. Conclusions The great contradictions the protagonists of the process, that is, the students experience seem to express that group learning is not a form of gaining knowledge, as it makes them lose time to study. The daily, the execution time and the imaginary of how learning should be do not seem to have an intersection point in the use of Problem-Based Learning. The importance of focusing on the daily and the imaginary should be reinforced when we consider nursing education. PMID:25029064

When Creative Problem Solving Strategy Meets Web-Based Cooperative Learning Environment in Accounting Education

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Cheng, Kai Wen

2011-01-01

Background: Facing highly competitive and changing environment, cultivating citizens with problem-solving attitudes is one critical vision of education. In brief, the importance of education is to cultivate students with practical abilities. Realizing the advantages of web-based cooperative learning (web-based CL) and creative problem solving…

The Iterative Development and Use of an Online Problem-Based Learning Module for Preservice and Inservice Teachers

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Rillero, Peter; Camposeco, Laurie

2018-01-01

Teachers' problem-based learning knowledge, abilities, and attitudes are important factors in successful K--12 PBL implementations. This article describes the development and use of a free, online module entitled "Design a Problem-Based Learning Experience." The module production, aligned with theories of andragogy, was a partnership…

Exploring the Relationships between Tutor Background, Tutor Training, and Student Learning: A Problem-Based Learning Meta-Analysis

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Leary, Heather; Walker, Andrew; Shelton, Brett E.; Fitt, M. Harrison

2013-01-01

Despite years of primary research on problem-based learning and literature reviews, no systematic effort has been made to analyze the relationship between tutor characteristics and student learning outcomes. In an effort to fill that gap the following meta-analysis coded 223 outcomes from 94 studies with small but positive gains for PBL students…

Rethinking and Redesigning an Image Processing Course from a Problem-Based Learning Perspective

DEFF Research Database (Denmark)

Reng, Lars; Triantafyllou, Evangelia; Triantafyllidis, George

2015-01-01

of such concepts and being able to use them for solving real-world problems. The Problem-Based Learning (PBL) pedagogy is an approach, which favours learning by applying knowledge to solve such problems. However, formulating an appropriate project for image processing courses presents challenges on how......Our experience at the Media Technology department, Aalborg University Copenhangen has shown that learning core concepts and techniques in image processing is a challenge for undergraduate students. One possible cause for this is the gap between understanding the mathematical formalism...... to appropriately present relevant concepts and techniques to students. This article presents our redesign of an image processing course at the Media Technology department, which focused on relevant concept and technique presentation and design projects and employed a game engine (Unity) in order to present...

The Aplication of Problem Based Learning Model on Heat and Temperature

OpenAIRE

Simamora, Pintor; Rotua Estomihi Pardede, Victorya

2016-01-01

This study aims to determine the effect of Problem Based Learning model to student learning outcomes on subject of Heat and Temperature. This research is quasi-experimental. Techniques that used to gain a sample is random-cluster-sampling technique that was chosen two classes as experimental and control classes. Instruments in the form of essays tests and observation sheets to measure affectivepsychomotor of students. Pretest data on both classes showed that both classes have the same ability...

Introduction of problem-based learning in undergraduate dentistry program in Nepal

OpenAIRE

Rimal, Jyotsna; Paudel, Bishnu Hari; Shrestha, Ashish

2015-01-01

Context: Problem-based learning (PBL) is a methodology widely used in medical education and is growing in dental education. Initiation of new ideas and teaching methods requires a change in perception from faculty and institute management. Student-centered education is a need of the day and PBL provides the best outlet to it. Aim: To introduce PBL, assess feasibility and challenges in undergraduate dentistry program and evaluate the impact on their learning. Settings and Design: PBL was used ...

Problem-Based Learning in the Life Science Classroom, K-12

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McConnell, Tom; Parker, Joyce; Eberhardt, Janet

2016-01-01

"Problem-Based Learning in the Life Science Classroom, K-12" offers a great new way to ignite your creativity. Authors Tom McConnell, Joyce Parker, and Janet Eberhardt show you how to engage students with scenarios that represent real-world science in all its messy, thought-provoking glory. The scenarios prompt K-12 learners to immerse…

Assessment of Problem-Based Learning in the Undergraduate Statistics Course

Science.gov (United States)

Karpiak, Christie P.

2011-01-01

Undergraduate psychology majors (N = 51) at a mid-sized private university took a statistics examination on the first day of the research methods course, a course for which a grade of "C" or higher in statistics is a prerequisite. Students who had taken a problem-based learning (PBL) section of the statistics course (n = 15) were compared to those…

Globalization of Problem-based Learning (PBL: Cross-cultural Implications

Directory of Open Access Journals (Sweden)

Matthew Choon-Eng Gwee

2008-03-01

Full Text Available Problem-based learning (PBL is essentially a learning system design that incorporates several educational strategies to optimize student-centered learning outcomes beyond just knowledge acquisition. PBL was implemented almost four decades ago as an innovative and alternative pathway to learning in medical education in McMaster University Medical School. Since then, PBL has spread widely across the world and has now been adopted globally, including in much of Asia. The globalization of PBL has important cross-cultural implications. Delivery of instruction in PBL involves active peer teaching-learning in an open communication style. Consequently, this may pose an apparent serious conflict with the Asian communication style generally dominated by a cultural reticence. However, evidence available, especially from the PBL experience of some senior Korean medical students doing an elective in the University of Toronto Medical School and the cross-cultural PBL experience initiated by Kaohsiung Medical University, strongly suggests creating a conducive and supportive learning environment for students learning in a PBL setting can overcome the perceived cultural barriers; that is, nurture matters more than culture in the learning environment. Karaoke is very much an Asian initiative. The Karaoke culture and philosophy provide a useful lesson on how to create a conducive and supportive environment to encourage, enhance and motivate group activity. Some key attributes associated with Asian culture are in fact consistent with, and aligned to, some of the basic tenets of PBL, including the congruence between the Asian emphasis on group before individual interest, and the collaborative small group learning design used in PBL. Although there are great expectations of the educational outcomes students can acquire from PBL, the available evidence supports the contention the actual educational outcomes acquired from PBL do not really match the expected

Globalization of problem-based learning (PBL): cross-cultural implications.

Science.gov (United States)

Gwee, Matthew Choon-Eng

2008-03-01

Problem-based learning (PBL) is essentially a learning system design that incorporates several educational strategies to optimize student-centered learning outcomes beyond just knowledge acquisition. PBL was implemented almost four decades ago as an innovative and alternative pathway to learning in medical education in McMaster University Medical School. Since then, PBL has spread widely across the world and has now been adopted globally, including in much of Asia. The globalization of PBL has important cross-cultural implications. Delivery of instruction in PBL involves active peer teaching-learning in an open communication style. Consequently, this may pose an apparent serious conflict with the Asian communication style generally dominated by a cultural reticence. However, evidence available, especially from the PBL experience of some senior Korean medical students doing an elective in the University of Toronto Medical School and the cross-cultural PBL experience initiated by Kaohsiung Medical University, strongly suggests creating a conducive and supportive learning environment for students learning in a PBL setting can overcome the perceived cultural barriers; that is, nurture matters more than culture in the learning environment. Karaoke is very much an Asian initiative. The Karaoke culture and philosophy provide a useful lesson on how to create a conducive and supportive environment to encourage, enhance and motivate group activity. Some key attributes associated with Asian culture are in fact consistent with, and aligned to, some of the basic tenets of PBL, including the congruence between the Asian emphasis on group before individual interest, and the collaborative small group learning design used in PBL. Although there are great expectations of the educational outcomes students can acquire from PBL, the available evidence supports the contention the actual educational outcomes acquired from PBL do not really match the expected educational outcomes commonly

Mixing problem based learning and conventional teaching methods in an analog electronics course

NARCIS (Netherlands)

Podges, J M; Kommers, P A M; Winnips, K; van Joolingen, W R

2014-01-01

This study, undertaken at the Walter Sisulu University of Technology (WSU) in South Africa, describes how problem-based learning (PBL) affects the first year 'analog electronics course', when PBL and the lecturing mode is compared. Problems were designed to match real-life situations. Data between

A Cultured Learning Environment: Implementing a Problem- and Service-Based Microbiology Capstone Course to Assess Process- and Skill-Based Learning Objectives

Science.gov (United States)

Watson, Rachel M.; Willford, John D.; Pfeifer, Mariel A.

2018-01-01

In this study, a problem-based capstone course was designed to assess the University of Wyoming Microbiology Program's skill-based and process-based student learning objectives. Students partnered with a local farm, a community garden, and a free downtown clinic in order to conceptualize, propose, perform, and present studies addressing problems…

Human-robot cooperative movement training: Learning a novel sensory motor transformation during walking with robotic assistance-as-needed

Directory of Open Access Journals (Sweden)

Benitez Raul

2007-03-01

Full Text Available Abstract Background A prevailing paradigm of physical rehabilitation following neurologic injury is to "assist-as-needed" in completing desired movements. Several research groups are attempting to automate this principle with robotic movement training devices and patient cooperative algorithms that encourage voluntary participation. These attempts are currently not based on computational models of motor learning. Methods Here we assume that motor recovery from a neurologic injury can be modelled as a process of learning a novel sensory motor transformation, which allows us to study a simplified experimental protocol amenable to mathematical description. Specifically, we use a robotic force field paradigm to impose a virtual impairment on the left leg of unimpaired subjects walking on a treadmill. We then derive an "assist-as-needed" robotic training algorithm to help subjects overcome the virtual impairment and walk normally. The problem is posed as an optimization of performance error and robotic assistance. The optimal robotic movement trainer becomes an error-based controller with a forgetting factor that bounds kinematic errors while systematically reducing its assistance when those errors are small. As humans have a natural range of movement variability, we introduce an error weighting function that causes the robotic trainer to disregard this variability. Results We experimentally validated the controller with ten unimpaired subjects by demonstrating how it helped the subjects learn the novel sensory motor transformation necessary to counteract the virtual impairment, while also preventing them from experiencing large kinematic errors. The addition of the error weighting function allowed the robot assistance to fade to zero even though the subjects' movements were variable. We also show that in order to assist-as-needed, the robot must relax its assistance at a rate faster than that of the learning human. Conclusion The assist

Human-robot cooperative movement training: learning a novel sensory motor transformation during walking with robotic assistance-as-needed.

Science.gov (United States)

Emken, Jeremy L; Benitez, Raul; Reinkensmeyer, David J

2007-03-28

A prevailing paradigm of physical rehabilitation following neurologic injury is to "assist-as-needed" in completing desired movements. Several research groups are attempting to automate this principle with robotic movement training devices and patient cooperative algorithms that encourage voluntary participation. These attempts are currently not based on computational models of motor learning. Here we assume that motor recovery from a neurologic injury can be modelled as a process of learning a novel sensory motor transformation, which allows us to study a simplified experimental protocol amenable to mathematical description. Specifically, we use a robotic force field paradigm to impose a virtual impairment on the left leg of unimpaired subjects walking on a treadmill. We then derive an "assist-as-needed" robotic training algorithm to help subjects overcome the virtual impairment and walk normally. The problem is posed as an optimization of performance error and robotic assistance. The optimal robotic movement trainer becomes an error-based controller with a forgetting factor that bounds kinematic errors while systematically reducing its assistance when those errors are small. As humans have a natural range of movement variability, we introduce an error weighting function that causes the robotic trainer to disregard this variability. We experimentally validated the controller with ten unimpaired subjects by demonstrating how it helped the subjects learn the novel sensory motor transformation necessary to counteract the virtual impairment, while also preventing them from experiencing large kinematic errors. The addition of the error weighting function allowed the robot assistance to fade to zero even though the subjects' movements were variable. We also show that in order to assist-as-needed, the robot must relax its assistance at a rate faster than that of the learning human. The assist-as-needed algorithm proposed here can limit error during the learning of a

Intelligent Web-Based Learning System with Personalized Learning Path Guidance

Science.gov (United States)

Chen, C. M.

2008-01-01

Personalized curriculum sequencing is an important research issue for web-based learning systems because no fixed learning paths will be appropriate for all learners. Therefore, many researchers focused on developing e-learning systems with personalized learning mechanisms to assist on-line web-based learning and adaptively provide learning paths…

Cooperative Problem-Based Learning (CPBL: A Practical PBL Model for a Typical Course

Directory of Open Access Journals (Sweden)

Khairiyah Mohd-Yusof

2011-09-01

Full Text Available Problem-Based Learning (PBL is an inductive learning approach that uses a realistic problem as the starting point of learning. Unlike in medical education, which is more easily adaptable to PBL, implementing PBL in engineering courses in the traditional semester system set-up is challenging. While PBL is normally implemented in small groups of up to ten students with a dedicated tutor during PBL sessions in medical education, this is not plausible in engineering education because of the high enrolment and large class sizes. In a typical course, implementation of PBL consisting of students in small groups in medium to large classes is more practical. However, this type of implementation is more difficult to monitor, and thus requires good support and guidance in ensuring commitment and accountability of each student towards learning in his/her group. To provide the required support, Cooperative Learning (CL is identified to have the much needed elements to develop the small student groups to functional learning teams. Combining both CL and PBL results in a Cooperative Problem-Based Learning (CPBL model that provides a step by step guide for students to go through the PBL cycle in their teams, according to CL principles. Suitable for implementation in medium to large classes (approximately 40-60 students for one floating facilitator, with small groups consisting of 3-5 students, the CPBL model is designed to develop the students in the whole class into a learning community. This paper provides a detailed description of the CPBL model. A sample implementation in a third year Chemical Engineering course, Process Control and Dynamics, is also described.

Blended Learning in Personalized Assistive Learning Environments

Science.gov (United States)

Marinagi, Catherine; Skourlas, Christos

2013-01-01

In this paper, the special needs/requirements of disabled students and cost-benefits for applying blended learning in Personalized Educational Learning Environments (PELE) in Higher Education are studied. The authors describe how blended learning can form an attractive and helpful framework for assisting Deaf and Hard-of-Hearing (D-HH) students to…