Blended Problem-based Learning Research Articles

Problem-Based Blended Learning in Computer and Basic Network Learning in Vocational High Schools

The main activity in education is teaching and learning activities where teachers learning to teach and students learn. One effort to improve the quality of education in Vocational High Schools is curriculum development and the development of learning models. The teacher in the learning process is a facilitator where the teachers master the learning model that is appropriate to the group conditions and the nature of the teaching method. Learning models that can be used by teachers is Problem-Based Blended Learning. The purpose of this research is to find out blended learning based on learning issues on computers and basic networks. This research is using experimental method. The population in this study were all students of group X SMK Negeri 1 Kasreman. The sample of this study was group X TKJ 1 and group X TKJ 2. Data collection techniques in this study were observation, questionnaires and tests. Data analysis techniques are normality test, homogeneity test, and hypothesis test (t-test) of student learning outcomes. The results show that Problem-Based Blended Learning has a significant effect on student learning outcomes and can be applied in computer and basic network learning.

Learning attitudes and problem-solving attitudes for blended problem-based learning

PurposeThe purpose of this paper is to present the design and implementation of a blended problem-based learning (PBL) teaching model and corresponding teaching materials for a university-level bioinformatics course. The effects of this teaching model on student performance in terms of problem solving and learning attitudes were investigated.Design/methodology/approachStudents in both groups completed assessments of problem-solving attitudes and learning attitudes both one week both before and after experimental instruction. Collected data were analyzed using one-way ANCOVA. Group discussions and student interviews were recorded and treated as part of the data analysis.FindingsThe study produced the following findings: the experimental group was found to perform better than the control group in terms of learning attitudes, but the results were not statistically significant; the experimental group was found to outperform the control group in terms of problem-solving attitudes, and the difference was statistically significant; lesson plan contents need to be designed based on problem-based learning theory, and reflect real-world conditions; participants in the experimental group approved of the blended PBL and group discussion approach.Originality/valueResults are expected to provide a useful reference for educators and researchers. These findings can be applied to relevant instructional fields to enhance learner motivation and engagement, thus improving learning outcomes.

“What I learn is what I like.” How do students in ICT-supported problem-based learning rate the quality of the learning experience, and how does it relate to the acquisition of competences?

Although advocated in theory, research findings on the benefits of ICT integration into inquiry-based learning arrangements such as problem-based learning (PBL) are still ambiguous. One explanation might be that until now students’ subjective views on learning in ICT-integrated, inquiry-based arrangements have not been considered extensively. The aim of the present study was to shed light on how students’ attitude towards various face-to-face and ICT-supported learning opportunities within a PBL course related to the learning outcomes, namely participants’ competence acquisition. To this end, a sample of n = 46 pre-service teacher students in a blended PBL course on pedagogical diagnostics for business and vocational education answered an online questionnaire. The questions explored the quality of the learning experience in the face-to-face and ICT-supported elements, and the students’ perceived competence acquisition. Data was analyzed with multiple regression analysis. Subjective satisfaction with the learning experience predicted competence acquisition for both face-to-face and ICT-supported course elements, but only if they were interactive in nature. In conclusion, ICT integration in a PBL course is not necessarily a threat but a benefit; however, this is true only when it is used within active and engaging learning opportunities.

Qualitative and quantitative analysis of the students’ perceptions to the use of 3D electronic models in problem-based learning

Faculty of Dentistry of the University of Hong Kong has introduced innovative blended problem-based learning (PBL) with the aid of 3D electronic models (e-models) to Bachelor of Dental Surgery (BDS) curriculum. Statistical results of pre- and post-semester questionnaire surveys illustrated compatibility of e-models in PBL settings. The students’ importance ratings of two objectives “Complete assigned tasks on time” and “Active listener”, and twenty-two facilitator evaluation items including critical thinking and group problem-solving skills had increased significantly. The students’ PBL preparation behavior, attentions to problem understanding, problem analysis, and learning resource quality were also found to be related to online support of e-models and its software. Qualitative analysis of open-ended questions with visual text analytic software “Leximancer” improved validity of statistical results. Using e-model functions in treatment planning, problem analysis and giving instructions provided a method of informative communication. Therefore, it is critical for the faculty to continuously provide facilitator training and quality online e-model resources to the students.

The Roles of Teacher and Students in Self-directed Learning Process Through Blended Problem-Based Learning

Self-directed learning is an important skill highlighted in the 21st century learning. Hence, developing this skill through problem-based learning (PBL) is deemed to be potentially effective. However, PBL is still not widely implemented in Malaysian classrooms. The integration of face-to-face and online learning known as blended problem-based learning (BPBL) is potentially effective in improving PBL by enhancing teacher’s and students’ roles in self-directed learning. Thus, this research aims to investigate the roles of teacher and students in the process of self-directed learning (formulating learning issues) in BPBL by using basic qualitative approach. Data was collected from observations, interviews and documents (FILA chart). By using purposive sampling, twenty-five (25) students and a teacher from a school in Johor district were selected as the sample. The students were divided into five groups. The teacher and students’ roles in two randomly selected groups were compared. The results indicated that the teacher faced difficulties in monitoring students’ progress and some students were passive in the BPBL.

A model-driven PBL application to support the authoring, delivery, and execution of PBL processes.

As problem-based learning (PBL) is becoming more and more popular, there is also a growing interest in developing and using technologies in the implementation of PBL. However, teachers may have difficulties to design and deliver a pedagogically well-designed and technically smoothly executable online or blended PBL process on their own because they lack appropriate expertise in learning theories and design methods as well as a deeper understanding of the potential affordances of the available technologies. From this premise, we are committed to developing and testing methods and tools to support the design and delivery of online or hybrid PBL processes with high flexibility and a low threshold of usage requirements. This paper presents a technical approach to develop a web-based PBL application that supports both authoring and run-time usage. In comparison with other tools and technical approaches, it is concluded that a combined use of a model-driven approach and semi-structured data management appears to be a promising approach to effectively and efficiently support the authoring, delivering, and execution of design-time and run-time PBL processes.

The Need of an Integrated Framework for the Implementation of Blended Problem-Based Learning

Since the performances of Malaysian students in Programme for International Student Assessment (PISA) and Trends in Mathematics and Science Study (TIMSS) are found to be lower compared to other participating countries worldwide, the importance of cultivating higher order thinking skills (HOTS) has been highlighted in the National Education Blueprint. The shift from conventional to blended learning, with the integration of face-to-face and online learning offers promising opportunities in realizing the aspirations of the National Education Blueprint. The current study is aimed to propose an integrated framework of blended problem-based learning (blended PBL) in promoting HOTS among Malaysian students. This study employed comparison constant analysis in understanding the possibilities of success of this approach in promoting HOTS.A total of 219 articles published from 2009 to 2014 were selected from: (a) SpringerLink, (b) ScienceDirect, and (c) Taylor & Francis Online. The analyses of 30 articles were carried out based on criterion set for this study in developing the integrated blended PBL framework. In short, the findings of this current study exemplified that blended PBL is effective in promoting HOTS in Malaysian context.

Modified PBL Approaches in Nursing English Pedagogy and Their Impacts on Student’s Achievement, Learning Strategies and Motivation

Successful learning often lies in a defined philosophy of social factors that operate in the framework of individual experience. Constructivism, or constructivist learning has been a philosophical shift in the educational psychology. Problem-based learning (PBL) is a prime example of social constructivism. This quasi-experimental study investigated traditional lecture instruction, PBL, and blended problem-based learning (B-PBL) on students’ academic achievement, motivation orientation, and use of learning strategies. Positive results for the field of education and B-PBL environments have indicated the need for changes in higher education course design. This study also indicates that a combination of factors for instructing course curricula may be extremely beneficial and essential to consider before designing a course. With findings from the study revealing significantly positive results from the B-PBL group over the PBL group and the Traditional group, its impacts on academic achievement and self-regulation should not be overlooked.

Blended Problem-Based Instructional Model via Facebook Application on Mobile: Are You Ready for m-Learning?

 Abstract—Nowadays, many are accessing social networks from mobile devices rather than from desktop computers, Facebook is currently the most commonly-used online social network among people and becomes the most-used mobile app in the U.S. by introducing a controversial new mobile interface, Facebook Home. The Facebook app now represents our smartphone-centric lives which should be applied in education. This paper will then illustrate the development of Blended Problem-based Instructional Model via Facebook Application on Mobile. The procedures of this paper were divided into two phases: The first was to study conceptual framework of related literatures, included blended problem-based learning, and Facebook application. The second was to develop the Blended Problem-based Instructional Model via Facebook Application on Mobile. The end results have shown that this model consisted of eight steps, 1) Preparing (F2F), 2) Identifying (Online), 3) Analyzing (Online), 4) Searching (F2F and Online), 5) Creating (Online), 6) Testing (Online), 7) Gathering (F2F), and 8) Evaluating (F2F and Online). One last word must be said that with the use of Facebook application on mobile devices, learners can learn anywhere and at any time.

Anatomy and physiology for nursing students: is problem-based learning effective?

This study investigated whether problem-based learning (PBL) was an effective strategy for nursing students learning anatomy and physiology. Anatomy and physiology are subject areas that have posed long standing difficulty for nursing students. Since anatomy and physiology underpin clinical decision making it is important that nursing students are able to understand and retain this knowledge and apply it to practice. Problem-based learning offers potential advantages for teaching anatomy and physiology as clinical cases can provide the impetus for student problem solving. This project trialled a simple PBL scenario and investigated students' response to the task of problem solving in a laboratory setting adapted to simulate a hospital ward. The study found students learn better, retain the knowledge and merge theory with simulated practice when a PBL teaching mode is used. While PBL was effective, blended, web based and hybrid PBL models warrant investigation.

Towards designing cognitively-enriched project-oriented courses within a blended problem-based learning context

Traditional education seems to gradually and moderately make way for self-directed and student-centred learning strategies that will efficiently enable students to reach their full potentials and w...

The role of the PBL tutor within blended academic development

The central idea of this study is using blended problem-based learning (PBL) in an academic development context with key roles emphasised: academic staff in the role of students and the academic developer as the tutor. The context is a module entitled ‘Designing e-Learning’ on a postgraduate programme for academic staff in Ireland. It is acknowledged that an e-learning literature exists that calls for more effective use of technology. Part of that exploration of e-learning value requires a refocusing on pedagogy. Increasingly, PBL is one of the pedagogies associated with the learning technologies available to educators today. Data were collected from face-to-face PBL tutorials, transcripts of online discussion boards, focus groups and student reflective papers generated over two years and involving all the participants (17) who chose to undertake the module as part of their professional development. The findings highlight key issues for the complex role of the PBL tutor in further understanding the blending of traditional PBL with the technologies afforded by e-learning.

정보통신윤리 교육을 위한 블랜디드 문제중심학습 시스템 구현 및 평가

본 논문의 목적은 정보통신윤리 교육을 위한 효과적인 블랜디드 문제중심학습 시스템을 구현하는데 있다. 교수-학습 목표 달성을 위해서 온라인 학습과 면대면 수업이 체계적으로 혼합되었고 온라인 학습을 위한 주요 모듈은 오픈소스 학습 관리시스템인 무들에서 운영되었다. 제안 시스템의 교육적인 효과를 검증하기 위해서 <TEX>${\bigcirc}{\bigcirc}$</TEX>시 소재의 대학교 2학년 2개 반을 대상으로 논문에서 제시한 방법을 사용하여 실험연구를 하였다. 실험 대상의 학생 수는 60명(실험집단: 30명, 통제집단: 30명)이며 각 그룹에 6명의 학생으로 10개의 그룹으로 편성되었다. 연구 결과는 다음과 같다. 첫째, 제안한 블랜디드 PBL을 활용한 교육이 면대면 PBL 방법을 활용한 교육보다 정보통신윤리 의식 함양에 효과적이었다. 둘째, 제안한 블랜디드 PBL에 참여한 학습자들이 면대면 PBL에 참여한 학습자들보다 문제해결능력 향상, 협동학습의 이해와 같은 다양한 PBL 효과를 체험하였다. The purpose of this thesis was to implement effective blended PBL(Problem-Based Learning) systems for information communication ethics education. Online learning and face-to-face classes were systematically combined for achieving the teaching-learning goals. And the main module for online learning run on Moodle, an open source learning management system. To examine educational effectiveness of the proposed systems, an experimental study was conducted through the method to the subject of two class in the second-grade of university located in <TEX>${\bigcirc}{\bigcirc}$</TEX> city. For experiment 60 students(treatment group=30, control group=30) are participated. And they were assigned to one of ten subgroups, comprising of six students, respectively. The results of this study are follows, First, the education using proposed blended PBL method is more effective in cultivating consciousness of information communication ethics than the education using face-to-face PBL learning method. Second, learners who participated in the proposed blended PBL more experienced various effects of PBL, such as (1) Improvement of problem solving ability, (2) Understanding of cooperative learning than the other learners who participated in the face-to-face PBL.

E-PBL: your tablet for effective Medical Spanish learning

&lt;p&gt;This paper aims to describe some issues surrounding the development of a VLE for the blended teaching of medical Spanish via a problem-based learning (PBL) methodology which has its foundations on constructivism, self-directed learning and collaboration. Firstly, the main purpose, features and stages of this instructional method are discussed together with some recommendations for its implementation in the specialist language class. Then some examples of useful e-tools and resources for blended PBL and/or e-PBL are presented. Finally, the components of the medical Spanish VLE are described in a flexible framework that integrates language and content based knowledge with a view to support and complement face-to-face tuition and provide multiple opportunities for interactive practice and feedback in preparation for effective target language communication in the students' professional future.&lt;/p&gt;

How to configure blended problem based learning–Results of a randomized trial

Background: Problem based learning (PBL) may be successfully complemented by Blended Learning approaches. However, the precise effect of combining different eLearning components in PBL-courses is yet unclear.Aim: This study aims at comparing the effects of the different combinations of three interactive components (Wiki, Chat, and, Interactive Diagnostic Context – a diagnostic related link collection to expert sources) on learning, aspects of group process, and individual learner satisfaction.Methods: A mixed-method study addressed all possible combinations of the three components. Tests and controls were assigned by group randomization. Hypotheses were tested by the Friedman- and the Mann–Whitney U test.Results: The results prove Wiki to positively influence the ratings given by students to the course, whereas no evidence supports the expected advantages of Chat. The Interactive Diagnostic Context led to only few significant effects concerning the diagnostic approach and general score.Conclusion: Blended PBL (bPBL) profits best from supporting asynchronous communication (i.e. Wiki). Synchronous communication components and hypothesis-driven information retrieval do not yield further improvements. Thus, bPBL should concentrate on technically fostering the group process and avoid overloading the course configuration by other eLearning components.

Interaction analysis in a ‘Learning by Doing’ problem-based professional development context

This paper explores the concept and practice of interaction within a blended problem-based learning (PBL) module for academic professional development in higher education. A qualitative study spanning two years of the lived experiences of 17 academic staff in a blended PBL module was considered likely to provide a much-needed analysis of current thinking and practice on the potential of interaction. Relevant constructivist theories are applied to face-to-face PBL tutorials, online discussions, focus group interviews and reflective papers. For designers and tutors in blended PBL, it is important to seek best practices for how to combine instructional strategies in classroom and computer-mediated environments that take advantage of the strengths of each and avoid their weaknesses. Specific aspects of interaction (peer, tutor and the blended PBL learning experience) within face-to-face and online PBL tutorials are analysed to provide research-based information about the realities of delivering a PBL programme using a variety of current learning technologies.

Harmonizing technology with interaction in blended problem-based learning

This paper discusses the harmonizing role of technology and interaction in a qualitative study on blended problem-based learning within the context of academic development in higher education. Within this setting, and as both designers and tutors in blended PBL, it is important to seek best practices for how to combine instructional strategies in face-to-face and computer-mediated environments that take advantage of the strengths of each and avoid their weaknesses. A qualitative study of the lived experiences of 17 academic staff participants in a blended problem-based learning module was considered likely to provide a much-needed analysis of current thinking and practice on the potential of interaction in this form of professional academic development in higher education. Specific aspects of interaction (technical, peer, content and the learning experience) within blended problem-based learning tutorials are analysed to provides research-based information about the realities of delivering a PBL programme using technology. The study argues that the intersection of PBL and learning technologies can offer different ways of teaching and learning that require exploration and reflection of pedagogy and technology as in integrated approach that must work effectively together. The synergy from the collaborative blended PBL approach in this module could result in the coherent and comprehensive provision of training, support and research work throughout higher education institutions.

Blended learning positively affects students’ satisfaction and the role of the tutor in the problem-based learning process: results of a mixed-method evaluation

Problem-based learning (PBL) is an established didactic approach in medical education worldwide. The impact of PBL depends on the tutors' quality and the students' motivation. To enhance students' motivation and satisfaction and to overcome the problems with the changing quality of tutors, online learning and face-to-face classes were systematically combined resulting in a blended learning scenario (blended problem-based learning--bPBL). The study aims at determining whether bPBL increases the students' motivation and supports the learning process with respect to the students' cooperation, their orientation, and more reliable tutoring. The blended PBL was developed in a cooperation of students and teachers. The well-established Seven Jump-scheme of PBL was carefully complemented by eLearning modules. On the first training day of bPBL the students start to work together with the online program, but without a tutor, on the final training day the tutor participates in the meeting for additional help and feedback. The program was evaluated by a mixed-method study. The traditional PBL course was compared with the blended PBL by means of qualitative and quantitative questionnaires, standardized group interviews, and students' test results. In addition log-files were analyzed. A total of 185 third-year students and 14 tutors took part in the study. Motivation, subjective learning gains and satisfaction achieved significantly higher ratings by the bPBL students compared with the students learning by traditional PBL. The tutors' opinion and the test results showed no differences between the groups. Working with the web-based learning environment was assessed as very good by the students. According to the log-file analysis, the web-based learning module was frequently used and improved the cooperation during the self-directed learning.

Blended problem-based learning for widening participation: a case study

AbstractThis paper discusses some issues involved in a model of delivery adopted for widening participation at outreach centres for Liverpool Hope University and explores the rationale for using blended Problem-based learning (PBL) as a means of addressing the issues and improving learning.A number of principles are proposed for the effective use of blended PBL and the paper analyses a case study, explaining the design and organisation of the module, together with the research methodology adopted. It provides some initial guidelines for other practitioners who wish to pursue similar activities.

Blended problem‐based learning for teacher education: lessons learnt

This paper explores case study research of the group process for teachers as learners in an Online Learning Module delivered in a blended problem‐based learning (PBL) environment. Blended learning, as the name suggests, consists of a blend of at least two pedagogical approaches: within the context of this research, blended learning is the integration of the PBL face‐to‐face learning in a classroom with an e‐learning environment. The 10‐week module was part of an accredited Postgraduate Diploma in Third Level Learning and Teaching for academic staff (lecturers, librarians, learning technology support staff) from a range of higher education institutions in the Republic of Ireland. This Postgraduate Diploma attracts academic staff keen to experience and implement a variety of pedagogical approaches within their own teaching. Over the four years of the module’s existence, there have been a wide variety of subject disciplines in higher education represented. This paper shares experiences and lessons learnt from the case study, and provides a set of recommendations for other teachers pursuing this form of blended PBL with students.