Problem-based Learning Case Study Research Articles

A Case Study of Problem-Based Learning from a Civil Engineering Structural Analysis Course

A Case Study of Problem-Based Learning from a Civil Engineering Structural Analysis Course

Clinical Case Study: Muscle Tension Dysphonia

Purpose: The purpose of this problem-based learning case study is to review and interact with a clinical case involving a patient diagnosed with muscle tension dysphonia. Included in the case study is a case history, a voice sample, and a laryngeal exam. Conclusions: The case study provides an opportunity to practice conducting an auditory-perceptual assessment and acoustic voice assessment on the provided voice sample. The case study also provides the opportunity to rate endoscopic and stroboscopic parameters on the laryngeal exam. Supplemental Material: https://doi.org/10.23641/asha.16799641

A case study of problem-based learning (PBL) in <Draping> classes

Universities have recently introduced problem-based learning (PBL) to various subjects to enhance problem-solving skills (including self-directed learning and small-group learning) required in industry. The PBL module was applied to the personal production process in a draping class. A study was based on a questionnaire after conducting two PBL modules with a group of students. Each PBL module included ‘design analysis’, ‘presentation of flat sketch and draping plan’, ‘discussion of the plan’, ‘evaluation of the draping result and correcting the problem’, and ‘final evaluation of the completed project’. Results showed that satisfaction with the PBL method and its activities was higher than satisfaction with existing teaching methods. In particular, among the various components, the ‘design analysis’ and ‘the presentation step of flat sketch and draping plan’ stages were more helpful to students compared to small-group discussion. Moreover, the effects of PBL were observed through student reflection essays, in which students suggested that PBL was very effective in enhancing problem-solving through self-directed and small-group learning. Despite the overall satisfaction with PBL, students expressed some minor difficulties associated with awkwardness with a novel learning method, lack of diverse perspectives among each group, and poor communication skills. Therefore, the study shows that PBL is highly likely to be useful to students when they are solving pattern drafting problems and making samples through self-directed learning and small-group learning.

Component Design and Strength Analysis of Coffin Lowering Machine for COVID-19 Corpse: A Problem-Based Learning

The increasing number of deaths due to COVID-19 followed by an excessive number of burials had risen the emergence of a safety plan, supporting the burial process to minimize the dangerous impact on the human. The conventional way of burying the corpse with infectious disease in Indonesia utilizes ropes to lower the coffin and involves four to eight people. However, this is not practical because it is energy-wasting and crowding. This paper aims to propose a design of a safe, practical, and robust coffin lowering machine. The proposed design is available for all ages with a weight of up to 200 kg. The design has a 2000 x 600 x 750 mm dimension, in which the width can be extended from 600 to 1000 mm. The straps for lowering the coffin are mounted on the left and right-side shafts. Each of the components is connected with a pin joint. Then, the components are analyzed by calculating the static and fatigue strength to obtain the safety factor and to determine the service life. As a result, the proposed design demonstrates the safety factors for static and fatigue condition that are higher than one, indicating it can be considered for fabrication. In addition, the presented work can be referred as a problem-based learning case study in Machine Element Course.

A Case Study of PBL for Computer Network Course

Problem-based learning (PBL) is a student-centered teaching and learning model, in which teachers play a guiding and inspiring role, students need to cooperate with each other to solve problems. The computer network course covers a wide range of knowledge and needs to integrate theory with practice. It is very suitable for PBL teaching. In view of the general situation of teaching and learning for teachers and students in China, i.e., the passivity of teaching and learning, this paper attempts to apply PBL to the teaching of computer network course. Finally, the effectiveness of PBL is evaluated through examination and questionnaire for students.

A Case Study of Problem-Based Learning for University Students Personality Education: Focusing on Solving Women's Problems in Popular Culture

A Case Study of Problem-Based Learning for University Students Personality Education: Focusing on Solving Women's Problems in Popular Culture

A Case Study of Problem-Based Learning in a Start-up Education Using Business Simulation Games

A Case Study of Problem-Based Learning in a Start-up Education Using Business Simulation Games

Impacts of assignment in problem-based learning: A case study from chemistry

The use of problem-based learning (PBL) within undergraduate chemistry courses is increasing in popularity. Despite several previous reports describing the impacts of PBL in terms of students‟ motivation and interest in chemistry, evaluations of its impact with respect to student learning are virtually absent. Here, an evaluation of PBL case studies in chemistry is made by consideration of assessment performance data over a six year period. The performance data are considered at different stages of the undergraduate courses and are compared against related data from laboratory work and closed-book examinations. These performance data are complemented by student feedback. The analysis reveals that, regardless of level, students find PBL case studies enjoyable and motivating. In contrast, performance in assessed work is found to depend strongly on assessment criteria. Students perform comparably with other modes of assessment when the PBL case study assessment criteria are familiar to them. In contrast, when the assessment criteria demand wider consideration of PBL outcomes, typical of those appropriate for the latter stages of degree courses, lack of familiarity with such criteria appears to result in lower performance in assessments, despite careful counselling from the tutor.

A case study of Problem-Based Learning(PBL) applied teacher training course “School violence prevention and countermeasure”

A case study of Problem-Based Learning(PBL) applied teacher training course “School violence prevention and countermeasure”

The challenge to develop CFC (chlorofluorocarbon) replacements: a problem based learning case study in green chemistry

The value of case studies for teaching both subject specific and transferable skills within chemistry have long been recognised. Coupling this with problem based learning provides a powerful basis for teaching transferable skills within a chemistry context. This problem based learning case study does this via the fascinating story of the industrial challenge to develop CFC (chlorofluorocarbon) replacements on a very short time scale. It provides a vehicle for developing team working, communication, critical thinking, data interpretation and problem solving skills in a ‘real life’ context. It also introduces students to environmental issues and green chemistry plus the role of the chemical industry in developing solutions to these issues. The, often competing, interplay between chemistry, economics and social and political factors encourages (?) students to make links between different areas of the curriculum and to also appreciate that there are not always single ‘correct’ answers to scientific problems. Attention is focussed on the discovery and development of the CFC replacement HFA–134a. The paper concludes with a report on the trialling of, and student feedback for, the case study. [Chem. Educ. Res. Pract., 2006, 7 (4), 280-287]

Students' Perceptions of Their Acquired Knowledge During a Problem Based Learning Case Study

Problem based learning (PBL) in occupational therapy education has become very popular, although the efficacy of this teaching method has not been well documented. The purpose of this study was to evaluate the effectiveness of a PBL case in meeting faculty generated learning objectives. A pretest/posttest design was utilized to evaluate students' perceptions of content acquisition. A two-way ANOVA with repeated measures was completed; results yielded a significant difference among the pretest and posttest scores (p-v < 0.01). The posttest mean scores were higher, which indicated that students perceived they acquired the intended knowledge and PBL was an effective method to facilitating learning.

Students' Perceptions of Their Acquired Knowledge During a Problem Based Learning Case Study

Problem based learning (PBL) in occupational therapy education has become very popular, although the efficacy of this teaching method has not been well documented. The purpose of this study was to evaluate the effectiveness of a PBL case in meeting faculty generated learning objectives. A pretest/posttest design was utilized to evaluate students' perceptions of content acquisition. A two-way ANOVA with repeated measures was completed; results yielded a significant difference among the pretest and posttest scores (p-v < 0.01). The posttest mean scores were higher, which indicated that students perceived they acquired the intended knowledge and PBL was an effective method to facilitating learning.

Problem-Based Learning Partnerships: A Case Study of Problem-Based Learning

Problem-Based Learning Partnerships: A Case Study of Problem-Based Learning