Problem-based Learning Framework Research Articles

3F Gamification Framework for Problem-Based Learning.

3F Gamification Framework for Problem-Based Learning.

A case study analysis of problem-based learning within a fabrication laboratory in a southwestern secondary charter school

The purpose of this study was to explore how teachers at a southwestern secondary private charter school utilize the on-campus fabrication lab to promote the implementation of problem-based learning (PBL). Guided by the theory of constructivism, I qualitatively explored the processes teachers engage in when implementing a PBL lesson using a multi-case study design. Five teachers and two fabrication lab directors from various content areas were interviewed and observed. Five overall themes emerged from the data: 1) the differing emphasis on PBL framework components; 2) conflicts, limitations, and constraints perceived with PBL; 3) teachers use of PBL for cognitive development; 4) the role of the environment in PBL; and 5) the role of reflection in the PBL framework. Research recommendations include further exploration into the factors that contribute to a positive environment conducive to PBL, in-depth investigation into the role of each step in the PBL framework, and additional observation periods to elicit the impacts of PBL over time. Recommendations for practice include purposeful teacher reflection, scaffolded planning, strengthening connections between PBL and real-world applications, and strategies for increased student support and encouragement in the classroom.

Transforming Education: A PBL Framework for Fostering Student Understanding and Communication Skills in the Face of Climate Change and Global Warming

Learning in an independent curriculum involves independent conditions for fulfilling objectives, methods, materials, and learning evaluations for both teachers and students. The preliminary research students' conceptual understanding results and communication skills are still low. The solution to the problem is the integrated Problem Based Learning (PBL) model E-Student Worksheet (E-SWS) is the solution to this problem. This study aims to look at the effect of climate change E-SWS on global warming integrated with the PBL model to support the improvement of the process for conceptual understanding and skills for communicating with students. This research is included in the quasi-experimental research through the Posttest-Only control design. The research instrument for conceptual understanding is measured through a final test, and aspects of communication skills are measured through scientific work in the form of written ideas. Based on the data analysis of learning outcomes aspects of conceptual understanding and communication skills with successive averages of 88.19 and 80.20, the research work hypothesis is accepted. The research results implication is that teachers must construct students through integrated PBL models and E-SWS teaching materials. The research results reached the conclusion that student learning outcomes using the climate change E-SWS in integrated global warming PBL models were significantly higher than the teaching materials in schools.

Using Problem-Based Learning (PBL) in an Undergraduate Ergonomics Course

Ergonomics courses typically cover a range of topics related to the design and organization of workplaces to optimize human performance and well-being while minimizing injury risk and discomfort. This study introduces the PBL application steps to attract attention to the importance of noise not only in workplaces but also in daily life. The driving question is determined as “How can we assess and minimize the perceived daily noise exposure of people to sustain hearing health?”. Then, the students are asked to evaluate the PBL activities at the end of the term. Among the students who completed all activities, 60% strongly agreed, 32% agreed that PBL contributed to the understanding of the subject, and only 8% stated that PBL didn’t make a significant contribution when learning the topic of concern. The PBL framework developed for “noise” has the potential to be enhanced and adapted for other topics in this course.

An Introductory Framework of Problem-Based Learning (PBL) and Perspectives on Enhancing Facilitation Approaches

An Introductory Framework of Problem-Based Learning (PBL) and Perspectives on Enhancing Facilitation Approaches

PENGARUH AUGMENTED REALITY BERBASIS WEB DENGAN MODEL PROBLEM BASED LEARNING TERHADAP SIKAP PEDULI LINGKUNGAN PESERTA DIDIK

This investigation aims to investigate the impact of combining a Problem-Based Learning framework with Web-based Augmented Reality media on students' environmental concern attitudes when learning about biologically related biodiversity. This research is a quasi-experimental study that utilizes a research design consisting of a control group that is only posttest based. The classes X MIPA 1 and 3 served as the experimental class, while X MIPA 2 and 4 served as the control class. The research population was students enrolled in class X SMAN 4 in Serang City during the academic year 2021/2022. The samples consisted of all four classes. The sampling was done using a method known as random sampling. The instrument employed is a questionnaire about environmental care attitudes. Data collecting strategies used interview sheets, questionnaires, observation sheets, and documentation. The study's results that used an Independent sample t-Test to test the effect of using Web-based Augmented Reality media with a Problem Based Learning model on people's attitudes toward caring for the environment showed that a score of 0.002 was obtained. These findings were based on the study that used the test. According to the research findings, one may conclude that there is an influence of employing Web-based Augmented Reality media in conjunction with a Problem Based Learning paradigm on the students of SMAN 4 in Serang City's attitude toward caring for the environment.

Impact of implementing project‐based assignment (PBA) in CDIO framework for computer numerical control application course

AbstractOver the past decades, the development of engineering skills among students has been drastically reduced in Indian education. The students need to develop not only knowledge but also the necessary skills to survive in fast‐growing technology. Particularly in industry‐related automation courses, the fourth industrial revolution (Industry 4.0) adds to the necessity of building engineering skills at a higher level. It is well observed from various educational studies that engineering skills with higher cognitive ability can be developed with problem‐based learning (PBL). The curriculum has to be designed in such a way that it provides a flexible framework for PBL. As the current assessment system has written exams as a major element of evaluation, PBL can be incorporated into practice in the form of hands‐on problem‐based assignments (PBA) that are evaluated periodically. This study proposes the exercising of PBL as PBA to validate K4 (Analyze) and K5 (Evaluate) cognitive levels according to Bloom's cognitive domain. The proposed case study discusses the impact of project‐based assignment (PBA) in two different approaches in the curriculum of Mechatronics Engineering. The first approach follows Outcome Based Education with Choice Based Credit System (OBE‐CBCS approach) and the second approach has an additional Conceive Design Implement and Operate framework to it (OBE‐CBCS‐CDIO approach). The continuous assessment and assignment methods vary with different education curriculum systems. This study presents the impact study of the PBA activity in a Mechatronics course, “Computer Numerical Control (CNC) Application” in 2 consecutive years with two different curriculum frameworks. The results show that the OBE‐CBCS‐CDIO framework students outperform the OBE‐CBCS students in acquiring higher‐order thinking skills.

A cloud framework for problem-based learning on grid computing

Training on Grid technologies has traditionally used existing Grid infrastructures to implement the hands-on education activities. However, these infrastructures are insufficient to develop all training skills as they can only be employed for the development of Grid applications, and they are limited for learning the management and configuration of Grid resources. The paper presents a set of educational activities grouped on a Project Based Learning (PBL) framework for training on Grid technologies. A Cloud-based tool has been implemented to provide Grid infrastructures as a Service on the cloud, with enhanced scalability and administration capabilities. The PBL has achieved a high impact in the teaching-learning process, addressing the training in all the necessary skills and efficiently providing Grid infrastructure resources on public clouds at a moderate cost. Finally, we evaluated the students' opinion on the activities achieving a very satisfactory result and a reasonable balance on the complexity of the PBL stages.

John Dewey and continuing management education: problem-based learning for organizational sustainability

PurposeThe purpose of this paper is to discuss how Dewey’s notions of experience, inquiry and reflection can increase managers’ capacity to cope with sustainability transitions.Design/methodology/approachProblem-based learning is discussed as an approach for enabling sustainable management learning. Dewey’s concepts of experience, inquiry and reflection are used to conceptualize learning as an iterative “self-corrective” learning process toward sustainability. Two public managers’ experiences of a personal development module in a management education program are used to discuss how Dewey’s concepts work to integrate practice and theory.FindingsDewey’s problem-based learning framework has the potential to increase managers’ capability to cope with complex and multifaceted challenges such as sustainability because of its focus on problem-solving.Practical implicationsManagement is a social practice. Management education can support management learning if management is perceived as a practice.Originality/valueSustainable management learning is presented as an iterative and gradual learning process aimed toward settled inquiry that emerges when sustainable solutions work satisfactory in relation to the multiple and contradictory forces, which are in play in real-life situations.

Introducing career skills for dental students as an undergraduate course at the University of Szeged, Hungary

BackgroundIn the last three decades there is a growing recognition in the dental profession that dental education must go beyond teaching the technicalities of dentistry and include professionalism and communication skills that the future dentist may need. Such skills are best taught in a student-centered way. Literature suggests that student-centered elements are difficult to introduce in traditional, teacher-centered curricula. This is especially true in post-communist countries where higher education was under strict state control for decades. The aim of the piece of research presented here was to investigate how difficult it is to introduce a student-centered career skills course in a traditionally teacher-centered dental curriculum.MethodsConsidering the needs of our final-year dental students and Super’s model of career development, we created an undergraduate curricular career skills course running for two semesters in two languages (Hungarian and English). The primary aim of the course is to help students with their career expectations and develop their identity as a professional workforce. The secondary aim is to teach skills that students can use when applying for a job. At the end of the semesters, we assessed our students’ satisfaction with various aspects of the course by using a questionnaire. Results were analyzed item-wise and according to the main aspects of the course (i.e., groups of items organized around a particular aspect).ResultsGeneral satisfaction with the course was high, and practical skills training (such as CV and motivation letter writing) got the highest scores. From the answers it appears that the students were the least comfortable with having to deal with their personal values and preferences.ConclusionsWhile it is common for universities to offer various forms of career intervention, to our knowledge, no other university offers a curricular career skills course specifically for dental students. Our student-centered course designed in a problem-based learning framework worked even in a traditionally teacher-centered educational environment, where university students are rarely encouraged to be active participants in courses. By sharing our experience, we would like to encourage our fellow dental educators working in similar environments to devise and offer such courses.

Problem-Based Learning for Responsive and Transformative Teacher Professional Development

Educational reform should include teacher professional development (PD) to help educators learn how to implement new programs. This article shares a research-tested model of PD that uses the analytic framework of Problem-Based Learning (PBL) to support professional learning. Evidence suggests that PBL is effective in changing content knowledge and pedagogical practice. To teach content, facilitators engage teachers in learning activities designed using common PBL structures. Stories about authentic phenomena present problems associated with specific concepts. Learners work in groups to analyze problems, seek additional information, and construct plausible solutions. This same approach can support Professional Learning Communities (PLCs) to help teachers examine and revise their own teaching. In this model, teachers collaborate to identify “problems of teaching.” The group uses PBL to analyze information and solutions. Teachers research teaching strategies, test a proposed strategy, and analyze evidence to build new understandings of teaching.

An Integrative Framework for Problem-Based Learning and Action Learning

Experiential learning methods for leadership development have grown in popularity, but empirical research to support design, implementation, and ongoing evaluation has not kept pace with the demand for these programs. Problem-based learning (PBL) and action learning (AL) are two examples of these interventions used for developing agile practitioners while solving challenges found in the workplace. Addressing the complexity of these approaches, this article presents a framework that integrates PBL and AL design features to facilitate research into these similar interventions for management and leadership development. The PBL and AL literatures are compared to reveal analogous characteristics and to highlight gaps in research. The integrative framework is applied to make recommendations for human resource development practitioners conducting program evaluations.

A Framework for Problem-Based Learning: Teaching Mathematics with a Relational Problem-Based Pedagogy

One recommendation for encouraging young women and other underrepresented students in their mathematical studies is to find instructional methods, such as problem-based learning (PBL), that allow them to feel included in the learning process. Using a more relationally centered pedagogy along with more inclusive instructional methods may be a way to foster an interest in studying mathematics in the fields of science, technology, engineering, and mathematics. However, many mathematics teachers are at a loss in not only how to instruct with PBL methods but also how to create the environment that encourages optimal learning.

Developing an integrated framework of problem-based learning and coaching psychology for medical education: a participatory research.

BackgroundMedical schools have been making efforts to develop their own problem-based learning (PBL) approaches based on their educational conditions, human resources and existing curriculum structures. This study aimed to explore a new framework by integrating the essential features of PBL and coaching psychology applicable to the undergraduate medical education context.MethodsA participatory research design was employed. Four educational psychology researchers, eight undergraduate medical school students and two accredited PBL tutors participated in a four-month research programme. Data were collected through participatory observation, focus groups, semi-structured interviews, workshop documents and feedback surveys and then subjected to thematic content analysis. The triangulation of sources and member checking were used to ensure the credibility and trustworthiness of the research process.ResultsFive themes emerged from the analysis: current experience of PBL curriculum; the roles of and relationships between tutors and students; student group dynamics; development of self-directed learning; and coaching in PBL facilitation. On the basis of this empirical data, a systematic model of PBL and coaching psychology was developed.ConclusionsThe findings highlighted that coaching psychology could be incorporated into the facilitation system in PBL. The integrated framework of PBL and coaching psychology in undergraduate medical education has the potential to promote the development of the learning goals of cultivating clinical reasoning ability, lifelong learning capacities and medical humanity. Challenges, benefits and future directions for implementing the framework are discussed in this paper.

Digital learning object for diagnostic reasoning in nursing applied to the integumentary system

To describe the creation of a digital learning object for diagnostic reasoning in nursing applied to the integumentary system at a public university of Piaui. A methodological study applied to technological production based on the pedagogical framework of problem-based learning. The methodology for creating the learning object observed the stages of analysis, design, development, implementation and evaluation recommended for contextualized instructional design. The revised taxonomy of Bloom was used to list the educational goals. The four modules of the developed learning object were inserted into the educational platform Moodle. The theoretical assumptions allowed the design of an important online resource that promotes effective learning in the scope of nursing education. This study should add value to nursing teaching practices through the use of digital learning objects for teaching diagnostic reasoning applied to skin and skin appendages.

Board #134 - Research AbstractThe Effect of Hybrid Learning with Nuring Students’ Clinical Competency

Hypothesis In most nursing curricula, simulation and PBL (problem-based learning) are used solely and separately as teaching and learning tools. Nurse educators should facilitate complex clinical experiences and utilize more complex and mixed education strategies to enhance nursing students’ clinical reasoning in order to improve the comprehensiveness and accuracy of nursing students’ clinical judgment. In the present study, simulation is combined with PBL as a hybrid framework or a learning strategy including lectures, discussion using problem-based learning modules, self-directed learning, and real situation practice with human patient simulators [HPS] (Lee et al., 2009). Moreover, there is no research in pediatric nursing literature that examines the effect of hybrid learning with combined simulation and problem-based learning. Hence, the purpose of this study is to test students’ clinical competency to assess the effectiveness of the combined teaching method. Methods The bronchiolitis module in the present study was designed based on the PBL and Simulation Model Framework (Barrows and Tamblyn, 1980; Jeffries, 2005). The Hybrid learning combining simulation with PBL was used to assess clinical competency including knowledge, confidence, and students’ satisfaction. This is a comparison study with three education modalities: PBL group (experimental group 1, E1), simulation with PBL group (experimental group 2, E2), and control group (C). We used descriptive, paired t-test statistics, one-way ANOVA, and post-hoc test (Duncan test) for data analysis using SPSS version 18.0 program. A convenient sample of 195 senior nursing students from three nursing schools located in Seoul and Chuncheon, South Korea participated in this study from Sep 1st to Dec 10th, 2013. Results There were no statistically significant differences between the groups in prior simulation experiences (χ2=.396, p=.529), and baseline knowledge (7.80±1.11 versus 7.79±1.99, t=.020, p=.984). There were significant difference in the mean score of knowledge difference (post-pre) among E1 (1.42±2.49), E2 (1.77±2.11), and C (0.44±2.74) (F=14.718, p<.001). There were significant difference in the mean score of confidence among E1 (3.69±0.30), E2 (3.57±0.33), and C (3.38±0.44) (F=12.693, p<.001). There were significant differences in the mean satisfaction total score among E1 (4.67±0.39), E2 (4.17±0.53), and C (3.48±0.62) (F=93.471, p<.001). Conclusion This result could provide a much-need template or starting point for educators who desire to introduce simulation combined with PBL as a teaching-learning strategy in pediatric nursing courses. It is also necessary to monitor the effectiveness of combined simulation with PBL education. New approaches and strategies combined simulation with PBL for teaching critical thinking, clinical assessment, effective communication, and technical skills will be required to meet the demands of the new roles and responsibilities faced by nurse educators and their students.

An Instructional Model to Support Problem-Based Historical Inquiry: The Persistent Issues in History Network

For over a decade, we have collaborated with secondary school history teachers in an evolving line of inquiry that applies research-based propositions to the design and testing of a problem-based learning framework and a set of wise practices that represent a professional teaching knowledge base for implementing a particular model of instruction, problem-based historical inquiry (PBHI). PBHI centers history instruction on decision-making about persistent societal problems as they occur in particular historical periods. In order to prepare future teachers to be better able to implement this model in their classrooms, we have integrated components of this model throughout our secondary social studies teacher education program and incorporated a suite of digital tools and resources to facilitate modeling and implementation of PBHI strategies. In an attempt to evaluate the effectiveness of the implementation of our model with pre-service teachers, a scenario-based survey was administered to 120 pre-service social studies teachers to examine their knowledge regarding problem-based historical inquiry (PBHI) teaching strategies. Results of data analysis suggest that pre-service teachers were able to recognize and incorporate core components of the PBHI curricular framework into the scenario-based activity more effectively on the post-survey than on the initial survey. In addition, participants were able to better articulate their reasoning for their instructional choices on the post-survey, and their reasoning tended to align with the core components of PBHI. Implications for the use of scenario-based instruments to measure knowledge of curricular innovations are also discussed.

Assessment of Student Experience in a Problem-Based Learning Course Using the Course Experience Questionnaire

Problem-based learning (PBL) has been described as “the learning that results from the process of working towards the understanding of a resolution of a problem.” 1 Barrows H. Tamblyn R. Problem-Based Learning: An Approach to Medical Education. Springer, New York, NY1980 Google Scholar This pedagogical approach, based in the theoretical framework of constructivism, 2 McCarlie V.W. Orr D.L. Health science education: reviewing a framework for problem-based learning. J Dental Educ. 2010; 74: 480-488 Crossref PubMed Google Scholar is both a method and a philosophy that aims to build knowledge by working through (in an active, iterative, and self-directed way) a progressive framework of problems via facilitated small-group work and independent study. 3 Maudsley G. Do we all mean the same thing by “problem-based learning”? A review of the concepts and a formulation of ground rules. Acad Med. 1999; 74: 178-185 Crossref PubMed Scopus (237) Google Scholar The PBL approach uses open-ended problems or case scenarios that are considered ill-structured in that they may have multiple solutions or require more information for understanding the problem than is initially available. 4 Pople HE. Heuristic methods for imposing structure on ill-structured problems: the structuring of medical diagnostics In: Szolovits P, ed. Artificial Intelligence in Medicine. Boulder, CO: Westview Press; 1982. Chapter 5. http://groups.csail.mit.edu/medg/ftp/psz/AIM82/ch0.html. Accessed April 28, 2013. Google Scholar This compels students to build on prior knowledge, integration, and critical thinking 3 Maudsley G. Do we all mean the same thing by “problem-based learning”? A review of the concepts and a formulation of ground rules. Acad Med. 1999; 74: 178-185 Crossref PubMed Scopus (237) Google Scholar and to practice acting as professionals in seeking solutions. Because the problems in these case scenarios often pose no single correct solution, an atmosphere of cooperative learning can be facilitated.

3C3R Modified PBL Pediatric Teaching of Chinese Medical Students

A Content, Context, Connection and Researching, Reasoning, Reflecting (3C3R) model is a conceptual framework for problem-based learning (PBL) problem design. We introduced the 3C3R-PBL method into a pediatric teaching plan, and evaluated its effectiveness and feasibility. The 3C3R model was applied in a pediatric problem design teaching plan “why the lips turn purple when a baby is crying”. All students were assigned either into a traditional PBL course or into a 9-step 3C3R model PBL course (3C3R-PBL). The performance outcomes of both groups were compared. For the PBL group, the proportion of students scoring ≥4 for content, context, and problem design connection, was 90.8%, 80.3%, and 64.5% respectively, while for tutors, it was 71.4%, 71.4%, and 28.6%; for researching, reasoning, and reflecting, the proportion of students scoring ≥4 was 81.6%, 55.3%, and 40.8%, while for tutors, it was 71.4%, 100%, and 57.1%. The learning difficulty was not considered high with only 31.6% of students and 42.9% of tutors rating the task as difficult. For the 3C3R-PBL group, the proportion of students scoring content, context, and connection, ≥4 was 100%, 98.4%, and 90.5%, while for tutors it was 100%, 100%, 83.3%; for researching, reasoning, and reflecting, the proportion of students scoring ≥4 was 95.2%, 88.9%, and 76.2%, while for tutors it was 100% for all 3 R components. Students and tutors were convinced by the content, case context, research process and reasoning process of both teaching plans, while scores for connection and reflecting were significantly improved when the PBL plan was amended by a 3C3R model (p<0.05) and the case learning difficulty was statistically increased (p<0.05). The 3C3R model, evaluated for the first time in China, was helpful for effective and reliable problem design in a pediatric PBL teaching plan for Chinese students.

Teaching Inferential Statistics to Social Work Students: A Decision-making Flow Chart

Given that social work research courses are typically built on modernist principles of teaching and content, it is not surprising that the majority of social work students dread these courses. Few attempts have been made to better align the modernist content of quantitative research with the postmodern philosophy and values inherent in current social work. This article presents a decision-making flow chart in conjunction with a problem-based learning framework so that students can be self-directed in the process of determining which inferential statistic to use when given a case example.