Problem-based Learning Methodology Research Articles

From Traditional to Challenge-Based Learning: A Case Study

The rapid evolution of the information technology sector necessitates innovative educational methods not only addressing current industry needs but also anticipating future challenges. This study aims to explore the transition from traditional pedagogical approaches to challenge-based learning (CBL) within the context of an undergraduate course, "Ethical, Social and Professional Aspects of IT" (120 participants). It investigates how this methodological shift influences the development strategies of the course and the pedagogical outcomes for students, particularly first-year IT administration and development students engaging in practical group work. Employing a mixed research design, the study gathers data through reflections of the course staff, empirical study with students and analysis of the didactic changes within the course. It evaluates the effectiveness of problem-based learning (PBL) and CBL methodologies in addressing real-world IT ethics, social, and professional challenges with a focus on fostering creativity, problem-solving skills, and interdisciplinary collaboration. Preliminary findings suggest that CBL not only enhances students' engagement and learning outcomes but also bridges the gap between academic knowledge and practical application in the IT sector. The collaboration students provided insights into real-world challenges, improving students’ learning and administrative experiences at the university. Furthermore, the study highlights the advantages of integrating both PBL and CBL to cultivate a more dynamic and responsive educational environment. The shift towards CBL in the "Ethical, Social and Professional Aspects of IT" course at Tallinn University of Technology represents a significant step forward in aligning educational practices with the needs of the contemporary and future IT industry, preparing students for the complexities of the modern workforce, and contributing to a sustainable, innovative, and resilient economy. Further research is needed to fully understand the long-term impacts of this pedagogical shift and to refine the methodologies for broader application.

The role of combined problem-based learning (PBL) and case-based learning (CBL) teaching methodologies in dental education

BACKGROUND: Innovative methods of teaching such as problem-based learning (PBL) and case-based learning (CBL) have shown promising results in academic understanding and application and enable one to manage their patients in a better manner. The study aimed to analyze the role of a combination of PBL and CBL teaching methodologies in a dental teaching institute in India. MATERIALS AND METHODS: This prospective, cross-sectional randomized study comprised 500 students divided into two study groups, each consisting of 250 participants. Students in group A were provided PBL, whereas students in group B were exposed to CBL, followed by which questionnaire was distributed. Responses received were analyzed statistically for significance set at below 0.05. RESULTS: In this study, statistical difference in learning methods was observed with organizational capacities, self-process of learning, finding solutions for clinical diagnosis, encouraging self-learning, and developing skills for critical thinking process while comparing the PBL or CBL methodologies. CONCLUSION: According to this study’s findings, improvement in one’s knowledge and clinical skills by a subject is much better when both of these techniques are combined.

Percepción de aprendizajes esperados en estudiantes de enfermería para el cuidado del paciente en situaciones críticas

Objective: to describe the expected learning outcomes perceived by fifth semester student nurses of the Health Sciences University Foundation –FUCS- Bogotá, Colombia, regarding critical care, after the implementation of a problem-based learning (PBL) didactic unit. Method: descriptive quantitative cross-sectional study in which, a Likert-type questionnaire designed Ad hoc, was applied. A sample of 43 students was obtained by convenience sampling. Results: we evaluated four dimensions: expected learning, care management, didactics and PBL. The highest score was obtained by care management, and expected learning received the lowest score. The first two dimensions, which were focused on learning and care management, obtained an average score of 4.11/5, and their relationship is very close to the achievement of competencies; on the other hand, the last two, aimed at evaluating the development of the PBL didactic unit, obtained an average score of 4/5. Conclusions: the use of the PBL methodology as a strategy in the teaching-learning process for the development of skills and competencies for care in critical situations was perceived as positive by students, thus, the institution should strengthen this type of training.

Influence of the problem-based learning methodology on the intrapreneurial intentions of university students

This paper analyzes the impact of the Problem-Based Learning (PBL) methodology, a teaching method that involves working with real-world problems and developing skills for their resolution, on university students' Intrapreneurial Intentions (IIN). A sample of 267 students participated in the study, and their responses were collected at two different times. The data were analyzed using statistical regression analysis and the fs-QCA technique. The results revealed that the PBL methodology significantly improved the behavior of variables associated with potentially intrapreneurial behaviors. Specifically, three components, namely Subjective Norms, Perceived Behavioral Control, and Risk-Taking Capacity, positively influenced undergraduate students' IIN. These findings suggest that the PBL methodology can be a valuable tool for universities in developing initiatives to improve graduate employability.

Fostering Decision-Making and Ethics: Problem-Based Learning for Female Tertiary Learners in Israel

<p style="text-align:justify">This study aimed to evaluate the impact of problem-based learning (PBL) within a teaching unit on the advancement of ethical reasoning and decision-making skills among Israeli female tertiary students. Employing a quasi-experimental design, 48 female students were distributed into three groups, with two serving as control groups receiving conventional curriculum-based instruction and one as an experimental group exposed to the PBL methodology. Both before and after implementation, all groups underwent assessments using a decision-making competency test and an ethical reasoning scale. The results unequivocally demonstrated the significant enhancement of decision-making abilities and ethical thinking through the implementation of the PBL strategy. Comparative analysis revealed substantial improvements in the experimental group compared to the control groups, emphasizing the efficacy of PBL in fostering comprehensive skill development. Furthermore, a positive correlation between ethical thinking and decision-making skills further reinforces the beneficial outcomes associated with PBL. These findings advocate for the widespread integration of PBL techniques across various academic disciplines.</p>

Exploring the synergy of problem‐based learning and computational fluid dynamics in university fluid mechanics instruction

AbstractRecently, the growing demand for computational fluid dynamics (CFD) skills in industry has highlighted the importance of their incorporation into university academic programs at both the undergraduate and graduate levels. However, many academic programs treat CFD tools as a “black box” in which users simply enter data without fully understanding the inner workings of the software or its application in real‐world situations. Therefore, in the context of a civil engineering program in Chile, a novel approach combining problem‐based learning (PBL) with CFD was introduced into the curriculum of a fluid mechanics course to foster crucial competencies. This comprehensive methodology allows students to acquire fundamental theoretical knowledge that is directly related to specific problems in the classroom. Subsequently, students measure relevant variables in the laboratory, ultimately using these data to build computational models for comparing and contrasting reality with simulations. To gauge the effectiveness and impact of this PBL strategy, both quantitative analysis of student performance and qualitative analysis through surveys were conducted. The results reveal a significant improvement in student performance with the implementation of the PBL methodology, alongside a positive perception among students regarding its implementation. This underscores its benefits for learning, motivation, and academic performance. Additionally, the implementation of PBL was found to enhance both theoretical and practical understanding of concepts related to fluid dynamics and CFD simulation.

ON THE IMPROVEMENT OF VOLLEYBALL SPECIALTY PERFORMANCE OF CHINESE HIGHER VOCATIONAL COLLEGE STUDENTS THROUGH APPLICATION-BASED LEARNING METHODOLOGY

This study aims to improve the volleyball specialty performance of Chinese higher vocational college students through the application of problem-based learning methodology. Using a quasi-experimental design, with 81 students from a vocational college in Zhejiang Province, China, including 41 students in the experimental group and 40 students in the control group. The experimental group received interventions using problem-based learning methodology for 12 weeks, while the control group received traditional classroom teaching during the same period. Additionally, this study applied pre-test and post-test measurements on volleyball specialty performance, including bumping, serving, practical skills, and overall scores, and conducted data analysis using statistical methods. The results showed significant differences between the pre-test and post-test scores of both the experimental and control groups, with the post-test scores higher than the pre-test scores, indicating better performance in the experimental group compared to the control group.

Effectiveness of Problem-Based Learning in the Unplugged Computational Thinking of University Students

Computational thinking is recognized as a critical competency in contemporary education, preparing individuals to tackle complex challenges in a digitally pervasive world. In this quasi-experimental design study with pretest and post-test measures, the possibility of developing computational thinking from the field of didactics of mathematics in higher education students was investigated. This was performed via a problem-based learning (PBL) methodology using problem solving in the experimental group or, alternatively, focused on the analysis of solved problems in the control group. After the intervention, the control group experienced a statistically significant improvement in the scores obtained in the post-test measure. Thus, PBL and problem solving did not lead to an improvement in the students’ computational thinking, whereas the analysis of solved problems approach did. Therefore, the results suggested the potential benefits of this latter methodology for teaching computational thinking.

Problem-Based Learning: Media and Information Literacy Project to Combat Misinformation for Future Communicators

Media and Information Literacy (MIL) education can combat online misinformation by enhancing users’ fact-checking skills. This action research study designed and implemented a problem-based learning MIL project for journalism undergraduates. The objectives are (a) to design a MIL project by using a problem-based learning methodology; (b) to implement the MIL project and to assess its effectiveness in improving students’ fact-checking skills; and (c) to identify the challenges and limitations of implementing the project. Analysis shows that the MIL project successfully improved students’ MIL skills, including critical analysis, media production, and personal growth. Despite facing challenges like time constraint and limited generalizability, the study suggests that the MIL project could be replicated in other journalism programs to enhance MIL skills and cultivate critical thinking to fight misinformation.

Penggunaan Model Pembelajaran Berbasis Masalah Terhadap Penigkatan Hasil Belajar Siswa Di Kelas XI SMK Negeri 2 Medan

This research is conducted with the intention of enhancing the learning outcomes of students in class XI-TITL 4 at SMA Negeri 2 Medan through the implementation of a problem-based learning methodology. Two cycles of four stages—planning, doing, observing, and reflecting make up the classroom action research methodology. Thirty individuals, all from class XI-TITL 4, were the subjects of this study. Tests, observations, and documentation are the means of data gathering, while descriptive analysis is the tool of choice for data analysis. According to the study's findings, pupils' average mathematics learning outcomes also improved throughout the two cycles, rising from 70.83 to 79.48. Aside from that, cycle I had a completion rate of 57% and cycle II had a completion rate of 87% for student learning. The study that has been conducted suggests that instructional materials that employ a problem-based learning approach can enhance the learning outcomes for students.

Offline Entry and Exit Gate Management System: A Barcode-Based Registration System at Jigme Namgyel Engineering College

The barcode system is used to automate data collection and is valuable to eliminate the possibility of human error, and the data obtained through the barcode is generated rapidly. Further, barcode scanning automatically enters a large amount of data into a system, making it efficient for recordkeeping and streamlining the records. Previously, Jigme Namgyel Engineering College (JNEC), had a paper-based registration system. It generated a great deal of paper, and time was consumed in long queues while students entered and exited the campus. Therefore, a QR system was developed whereby users scan outgoing/incoming QR through Google scanners and fill an online form. The system was also found to be time-consuming as the user had to punch in details manually and there was also a need for an internet connection. Although the system did help curb paper wastage. Therefore, to overcome the limitations of both systems, a Barcode System has been developed, wherein the barcode present in the user ID card is scanned and the user details will be auto-generated in the system. This system was developed and designed using Microsoft Access (MS Access). Problem-Based Learning (PBL) methodology was also implemented along with the System Development Life Cycle (SDLC). The system allows users to view and print the user record based on department. Generate users’ entry and exit reports, and also sort the report by date. The Barcode system is found to be the quickest and easiest way for the user to get registered. It is essential because it fulfills the primary role of keeping the record of outgoing or incoming users faster and easier. The Barcode system also fulfills the aim of going green by reducing paper wastage.

Evaluating the impact of distance learning on gender-affirming healthcare competence: knowledge acquisition and satisfaction among healthcare professionals in Italy.

Transgender and gender diverse (TGD) individuals face significant healthcare barriers, with one of the most critical being the inadequate knowledge and skills of healthcare professionals (HCPs) in TGD health. To address this issue, we undertook a project to develop a distance learning course for all healthcare professions, encompassing a comprehensive range of topics related to TGD health issues. This study aimed to evaluate the impact of a course on gender-affirming healthcare competence, with a focus on knowledge acquisition and satisfaction levels. The hypothesis was that participating in the course would enhance the participants' knowledge on the covered topics. A distance learning course, designed for all Continuing Medical Education professions, was conducted between March and September 2023. The course was structured according to the Problem-Based Learning methodology. We implemented a pre-test vs. post-test study design to evaluate the enhancement of knowledge, based on a set of Multiple Choice Questions (MCQs), and investigated users' satisfaction through the administration of a semi-structured questionnaire. We examined the pre- and post-course proportions of correct responses to questions, along with the mean score difference, categorized by learners' sex, age, and geographical area. Eventually, a Satisfaction Training Index was created. The maximum capacity was reached, with 29,998 out of 30,000 available spots filled. Of those enrolled, 18,282 HCPs successfully completed the training. Post-test results revealed an increase in correct answers across all MCQs, with overall mean score rising from 48.8 to 68.0 (p < 0.001). Stratified analysis indicated improvements across all participant categories. A higher average increase among female (19.87) compared to male enrollees (17.06) was detected (p < 0.001). Both "over 55" and "46-55" age groups showed the greatest score increases compared to "35-46" and "under 35" groups, despite no significant differences in pre-test scores. Course satisfaction was high, averaging 4.38 out of 5. Top-rated aspects included "learning new concepts" (4.49), "accessibility" (4.46), and "platform functionality" (4.46). Our research hypothesis was confirmed by the significant increase in knowledge going from pre-test to post-test and by the high level of user satisfaction. The obtained results serve as a foundation for planning additional professional education in TGD health.

Comparison of the effects of PBL in 3D virtual environment and F2F on learning and spatial skills

AbstractThis study aimed to juxtapose the impacts of the Problem-Based Learning (PBL) methodology implemented within a three-dimensional (3D) virtual environment against PBL in a conventional face-to-face setting, along with a control group, on students' learning performance, conceptual comprehension, and spatial aptitude. The investigation concentrated on the structure of matter within a seventh-grade science curriculum, encompassing a cohort of 79 students enrolled in the course. The study was conducted under a mixed methods experimental design and comprised three distinct groups: two experimental groups (E1; E2) and one control group (C). The instructional intervention in the E1 group involved utilizing a 3D virtual environment grounded in the problem-based learning method, whereas the E2 group underwent face-to-face instruction employing worksheets derived from problem-based learning. In contrast, the control group received traditional direct instruction from the science teacher through lectures, demonstrations, and question-and-answer sessions, all focusing on the same topic. Pretests and posttests were administered to the participants before and after the experimental interventions, assessing conceptual understanding, spatial visualization, and mental rotation. Additionally, learning tasks completed by the E1 and E2 groups were evaluated using rubrics to assess learning performance. Subsequent to the post-test, individual semi-structured interviews were conducted with randomly selected students from the E1 group. The results indicated that instruction within the problem-based 3D virtual environment significantly enhanced students' learning performance, conceptual understanding, spatial visualization, and mental rotation skills compared to the other instructional conditions.

Embracing ChatGPT for Medical Education: Exploring Its Impact on Doctors and Medical Students.

ChatGPT (OpenAI), a cutting-edge natural language processing model, holds immense promise for revolutionizing medical education. With its remarkable performance in language-related tasks, ChatGPT offers personalized and efficient learning experiences for medical students and doctors. Through training, it enhances clinical reasoning and decision-making skills, leading to improved case analysis and diagnosis. The model facilitates simulated dialogues, intelligent tutoring, and automated question-answering, enabling the practical application of medical knowledge. However, integrating ChatGPT into medical education raises ethical and legal concerns. Safeguarding patient data and adhering to data protection regulations are critical. Transparent communication with students, physicians, and patients is essential to ensure their understanding of the technology's purpose and implications, as well as the potential risks and benefits. Maintaining a balance between personalized learning and face-to-face interactions is crucial to avoid hindering critical thinking and communication skills. Despite challenges, ChatGPT offers transformative opportunities. Integrating it with problem-based learning, team-based learning, and case-based learning methodologies can further enhance medical education. With proper regulation and supervision, ChatGPT can contribute to a well-rounded learning environment, nurturing skilled and knowledgeable medical professionals ready to tackle health care challenges. By emphasizing ethical considerations and human-centric approaches, ChatGPT's potential can be fully harnessed in medical education, benefiting both students and patients alike.

A Case Study at a Civil Aviation School on Using Problem-Based Learning to Enhance Creative, Critical, and Problem-Solving Skills

This study aims to find out how cadets' critical thinking, creativity, and problem-solving capabilities are affected by problem-based learning methodologies. The methodology for this investigation was quasi-experimental. The population used in this research was taken from second-semester cadets from seven academic programs. The samples used were three classes selected based on random sampling techniques, namely Airport Electrical Engineering (AEE) 48 cadets, Aircraft Engineering (A.E.) 48 cadets, and Airport Civil Engineering (ACE) 48 cadets. The data analysed are descriptive and inferential statistical data, which are analysed using MANOVA. Its findings showed that the implementation of PBL (experimental class) was better than DL (control class) in improving cadet capability, with a significance level of α = 0.05.

EDUCAÇÃO EM/PARA DIREITOS HUMANOS COM A METODOLOGIA DA APRENDIZAGEM BASEADA EM PROBLEMAS

O objetivo geral da pesquisa foi analisar como a metodologia ativa da Aprendizagem Baseada em Problemas (PBL) pode auxiliar na construção do pensamento crítico reflexivo no que se refere aos Direitos Humanos. A metodologia utilizada foi a pesquisa qualitativa do tipo intervenção. Foram participantes 05 alunos do ensino médio de uma rede pública estadual e a professora que também atuou como pesquisadora. Para a aplicação da metodologia PBL, foi elaborado um problema com a temática injustiça/desigualdade social. Foram usados para a coleta de dados, a observação dos sete passos do PBL feitos no grupo durante a discussão do problema, os documentos de registro de todos os passos do PBL elaborados pelo relator dos grupos, e um documento de resolução do problema em formato de redação, que foi elaborado de forma colaborativa. A análise dos dados permitiu verificar que o PBL foi avaliado positivamente pelo grupo em função da sua estrutura e didática, de forma que, além de construírem conceitos sobre Direitos Humanos, possibilitou a aprendizagem mais ativa e colaborativa. PALAVRAS CHAVE: Educação; Direitos Humanos; metodologia ativa; aprendizagem baseada em problema. ABSTRACT The general objective of the research was to analyze how the active methodology of Problem-Based Learning (PBL) can help in the construction of reflective critical thinking with regard to Human Rights. The methodology used was qualitative research of the intervention type. Participants were 05 high school students from a public state network and the teacher who also acted as a researcher. For the application of the PBL methodology, a problem with the theme of social injustice/inequality was elaborated. For data collection, the observation of the seven steps of the PBL performed in the group during the discussion of the problem, the documents recording all the steps of the PBL prepared by the rapporteur of the groups, and a document of resolution of the problem in format of essay, which was prepared collaboratively. Data analysis allowed us to verify that the PBL was positively evaluated by the group due to its structure and didactics, so that, in addition to building concepts about Human Rights, it enabled more active and collaborative learning. Keywords: Education; Human rights; active methodology; problem-based learning. ABSTRACT The general objective of the research was to analyze how the active methodology of Problem-Based Learning (PBL) can help in the construction of reflective critical thinking with regard to Human Rights. The methodology used was qualitative research of the intervention type. Participants were 05 high school students from a public state network and the teacher who also acted as a researcher. For the application of the PBL methodology, a problem with the theme of social injustice/inequality was elaborated. For data collection, the observation of the seven steps of the PBL performed in the group during the discussion of the problem, the documents recording all the steps of the PBL prepared by the rapporteur of the groups, and a document of resolution of the problem in format of essay, which was prepared collaboratively. Data analysis allowed us to verify that the PBL was positively evaluated by the group due to its structure and didactics, so that, in addition to building concepts about Human Rights, it enabled more active and collaborative learning. Keywords: Education; Human rights; active methodology; problem-based learning.

Understanding Science Teachers’ Integration of Active Methodologies in Club Settings: An Exploratory Study

This study analyses if school science clubs may serve as a resource to facilitate the introduction of active methodologies into science classrooms. Focusing on science clubs in Portuguese schools, this study aims to determine whether the teachers who coordinate and direct these clubs promote activities that incorporate aspects of problem-based learning and project-based learning methodologies. In order to do so, a series of semi-structured interviews were conducted with 20 teachers, and their responses were analysed using content analysis strategies. The results show that although they do not explicitly refer to the use of these methodologies, teachers do propose the implementation of projects within clubs, and they incorporate aspects of these strategies in the activities they conduct. In this sense, teachers appreciate the role of clubs in promoting these types of strategies (PBL y PjBL) and the facilities they offer for their implementation. Additionally, teachers believe that one can only learn how to do projects through practise, i.e., doing projects with their students, and they think that clubs offer an opportunity to develop PBL and PjBL methodologies in a context free from the responsibilities and constraints of the classroom.

Pengembangan Bahan Ajar Digital Berbasis PBL untuk Meningkatkan Hasil Belajar Ekonomi Siswa

The objective of this research is to create digital teaching materials utilizing Problem-Based Learning (PBL) methodology. The goal is to help kids in class XI IPS 1 at MAN 2 Langkat learn more about economics. Based on what Borg and Gall said about research and development (R&amp;D), this study is being done. The research and development implementation in this study utilized a total of seven procedures or stages. This simplification was necessitated by various factors, such as time and cost constraints. Additionally, Borg and Gall's perspective on limiting research and development to a smaller scale, including the number of research steps in a thesis or dissertation, also influenced this decision. The present study was conducted at MAN 2 Langkat, involving a sample of 34 students from class XI IPS 1. Based on the feasibility validation test conducted by experts on PBL-based digital teaching materials, the average score obtained was 85.73, indicating a high level of feasibility. The average posttest score for the experimental class which was treated with PBL-based digital teaching materials that was developed was 89,82, while the posttest score for the control class which was given teaching materials from the school averaged 86,29. These results indicate that PBL-based digital teaching materials are effective in use. Furthermore, the results of the 2-way ANOVA test stated that the 2-tailed Sig. was 0.229 &lt; 0.05. Therefore, it can be concluded that there is no significant interaction in student economic learning outcomes between students with high and low literacy skills who are taught using PBL-based digital teaching materials and those who are not.

Метод проблемного обучения в преподавании истории: условия эффективной реализации

The article describes the method of problem-based learning in teaching History within the framework of the implementation of the Federal State Educational Standard, the specifics of using the methodology of problem-based learning, its role in History classes. The author focuses on the rules of building an academic discipline not only within the framework of the program, but also through extracurricular activities of students in the system-activity approach; shows its effectiveness in school if specific methods and principles are applied.

The significance of Technology-Enhanced Learning towards Enhancing Engineering Education

Abstract— Engineering education must develop continuously to meet the demands of a technologically progressive world. Education institutions find it challenging to keep updated with the rapid technological enhancements. The technological environment has changed the way that students approach learning. This student's newfound learning approach may not be adequately addressed by traditional classroom teaching. As well traditional classroom instructions are not effectively developing students' problem-solving and critical thinking skills. Methods of assessment are limited and using typical examinations or tests to assess students' understanding of moral values and professional responsibilities might be difficult. All of this has an impact on students' Lifelong Learning. Technology-Enhanced Learning (TEL) is the incorporation of technology into the learning process in order to improve educational outcomes. By embracing TEL and utilizing different pedagogies, engineering education may successfully equip students with the skills and knowledge required to excel in the increasing technological landscape. TEL in engineering education can be improved using a variety of pedagogies. Different engineering education challenges can be addressed by using various technology-enhanced learning tools and activities in engineering courses teaching-learning process, and this paper provides insight on these tools and approaches. The paper then briefly covers their application and effectiveness. Moodle is an example of Learning Management Systems (LMS). The article discusses its application and effectiveness in the teaching-learning processes Further, problem-based learning methodologies for improving engineering education were reviewed. Puzzles, concept maps, and novel activities were adopted as active learning practices, their significance in promoting Technology-Enhanced Learning is explained in this study. Keywords—Crossword puzzle , Concept Map ,Flipped Classroom , Learning Management Systems , Moodle