Online Problem-based Learning Research Articles

Effect of COVID-19 Curriculum Changes on Medical Student Exam Performance: A Case Series.

The COVID-19 pandemic caused medical schools to convert to an online format, necessitating a swift change in medical education delivery. New teaching methods were adapted, with some schools having greater success than others. Kirk Kerkorian School of Medicine (KSOM) employed a small-group interactive learning style that consists of eight or fewer medical students and one faculty mentor engaging in group problem-based learning (PBL) twice weekly. This style had clear signs of struggle with a significant decrease in exam performance. Rocky Vista University College of Osteopathic Medicine (RVUCOM) employed a large-group didactic lecture style that consisted of one faculty mentor lecturing hundreds of medical students in a pre-recorded setting five times weekly.This style had greater success with its curriculum adaptation leading to minimal effect on their exam performance. This study aims to investigate whether the type of medical school curriculum (small-group interactive vs. large-group didactic) impacts student exam performance during online learning transitions forced by the COVID-19 pandemic. KSOM and RVUCOM students were grouped into above-expectationsand below-expectationscategories based on each institution's standardized exam performance metrics. Independently sampled t-tests were performed to compare groups. KSOM was classified as a small-group interactive curriculum through its heavy reliance on student-led PBL, whereas RVUCOM was classified as a large-group didactic curriculum through its extensive proctor-led slideshow lectures. KSOM's transition to online PBL resulted in fewer students scoring above the national average on the National Board of Medical Examiners (NBME) exams compared to previous cohorts (55% vs. 77%, respectively; N = 47 and 78; P< 0.01). RVUCOM's transition to online large-group lectures yielded no significant differences between students who performed above expectationsand students who performed below expectationsbetween their cohorts (63% vs. 65%, respectively; N= 305 and 300; P> 0.05). KSOM's COVID-19 cohort performed significantly worse than RVUCOM's COVID-19 cohort during their medical school organ-system exams. We believe that the small-group learning at KSOM is less resilient for online curricula compared to the large-group didactics seen at RVUCOM. Understanding which didactic methods can transition to online learning more effectively than others is vital in guiding effective curriculum adjustments as online delivery becomes more prominent.

Online Problem-Based Learning (PBL) during COVID-19 Pandemic: Trial at the Libyan International Medical University

Background Online courses that utilize problem-based learning (PBL) are widely recognized as an effective educational method that blends self-directed learning with collaborative problem-solving. Aim The aim of this study was to evaluate the satisfaction of students from the Faculty of Basic Medical Sciences (BMS) at Libyan International Medical University (LIMU) with an online PBL course during the coronavirus disease 2019 (COVID-19) pandemic in 2020. Method This is a cross-sectional study performed during the COVID-19 pandemic in 2020, involving a total of 293 students from four different classes of Faculty of BMS. Each online PBL session ran for 2 hours and was arranged independently for each year group. Students had access to a seven-closed-question questionnaire for a few hours after the end of the session. The questions were of three different categories. The first category was related to the online organization of the session, tutor control, and instructions provided in the applied Modular Object-Oriented Dynamic Learning Environment (Moodle). The second category involves questions related to online communication problems, the facility of the Google Hangouts application used, and the time allocated for the session. The third category was the cooperation of the PBL group. The student was asked to answer agree or disagree for each question. If the student did not choose one of the answers, his response was recorded as (no response). The scores of (agree), (disagree), or (no response) for each student were transferred to a Microsoft Office (2021) Excel file and were displayed as frequency and percentages. A two-way analysis of variance without replication was performed to analyze the differences in student responses across various groups using Excel statistics. The proportion test was utilized to determine whether the proportion of positive responses (agree) in any group significantly differed from a specified level of 0.75 (75%). The acceptable proportion of no response was set at 0.2 (20%). The significant level was set at p-value less than 0.05. Results For the first category, the highest level of student satisfaction (79.9%) was associated with Moodle instructions, followed by tutor control (79.5%), and online organization (72%). However, students in the third year of medicine demonstrated significantly lower satisfaction with online organizations compared with other groups (62.3%, p &lt; 0.05). For the second category, all groups, except first-year medicine students, reported significantly low satisfaction with online access (58% p &lt; 0.05). All groups expressed satisfaction with the time allotted for the session (74%) and the online Google Hangouts application used (71%), except for third-year medicine students, who exhibited a notable level of dissatisfaction with the use of online Google Hangouts application (7%, p &lt; 0.05). Lastly, the third category focused on group cooperation and reflected an overall student satisfaction rate of 80%. Conclusion BMS students responded positively regarding their first online PBL session during the COVID-19 pandemic. The study displayed that the availability of online communication, the clarity of instructions, good session organization, and control are important factors that will determine the effectiveness of online PBL.

A Multi-Project Evaluation of Engineering Students’ Performance for Online PBL: Taking the Sustainable Decision Analysis Course as an Example

In order to meet the growing demand for engineering professionals who can incorporate sustainable solutions into their work, sustainability courses have been launched in online problem-based learning (PBL) environments through various real-life projects. Nonetheless, the conventional one-off grading approach may fail to capture the intricate variations in students’ performance across different projects. To address this problem, a multi-project evaluation framework utilizing the probability exceedance method (PEM) is proposed, which can fuse linguistic evaluation data presented in probability distributions without the need to obtain weights of criteria. In the case study, a comprehensive evaluation of the performance of students majoring in engineering management is conducted within a study group over an online PBL course on sustainable decision analysis. The sensitivity analysis demonstrates that consistent scores can be achieved after assigning different values of fuzzy measures to each criterion. This study enables teachers to holistically evaluate students without being bound by rigid numerical standards or strict weighting schemes, thus allowing them to focus on other educational tasks while ensuring effective and reliable results. Moreover, it contributes to educational innovation by introducing a modern and comprehensive approach for engineering student assessment in online PBL, aligning with the evolving needs of educational sustainability in higher education.

A comparative analysis of online learning versus face-to-face learning approach in problem based learning in dentistry.

Problem-based learning (PBL), a student-centered approach which has been implemented in many educational institutes worldwide. This study aimed to evaluate and compare the proficiency of students in 5 key areas of PBL process and assess perceptions of students towards PBL learning using a self-explanatory questionnaire. This cross-sectional study was conducted from March 2020 to September 2022 and evaluated perceptions of 1st year dental students of Batch 2021 (having Face-to-face PBL sessions) and batch 2020 (having online PBL sessions) using a questionnaire. Three similar PBL cases were used, which assessed PBL parameters that included attendance, group dynamics, knowledge, communication skills and preparation. Statistical analysis was performed for all the categorical and continuous variables. Majority of Distance Learning (DL) group (66.7%) concurred that PBL helped improve their communication skills, decision making power (66.7%), self-directed learning (80%) and promoted interaction with peers (66.7) and teachers (68.9%). The Face -to- Face (FF) group demonstrated better scores (7.7±2.42 & 7.55±2.55) with respect to their attendance and group dynamics (7.44±2.17 & 8.02±2.40) in PBL 1 & 3 as compared to DL group. Overall, better performance in all the 5 key areas of PBL was observed for the FF group versus the DL group. The Distance learning (DL) group displayed a positive attitude and perception towards PBL as a learning strategy whereas Face-to-face (FF) group showed greater performance and proficiency in the key PBL parameters scores.

Students’ Engagement in a Mathematical Investigation through Online Problem-Based Learning

The core components of mathematical activity are involved in mathematical investigation: problem formulation, processing of conditions for which there is no clear solution, formulation and justification of conjectures, and generalization. However, introducing mathematical investigation to students is a challenging activity. A crucial aspect of the student’s learning and understanding of the process is the kind and degree of their engagement in the learning activity. This phenomenological study sought to describe how pre-service teachers engaged in an online problem-based learning (PBL) while doing a mathematical investigation (MI). The researcher explored the cognitive, behavioral, and affective components of the 35 pre-service mathematics education students who had their first-hand experience of MI through online PBL. The students were given two contextualized, ill-structured problems, worked in groups, and proposed solutions to the problem. Data from the teachers’ observation notes, students’ learning logs, and the transcripts of the focus group discussions were gathered. Qualitative data analysis suggests that students were involved in peer-to-peer learning that included task-related conflicts, pattern recognition, self-regulation, critical analysis, participation in the learning activity, attention to the tasks, and interaction with the learning community which led to their enjoyment and motivation in conducting MI. The extent of their engagement during the presentation and analysis of the problem, planning and developing a solution, presenting and assessing solution, and summary and debriefing were further analyzed. The findings revealed that while students were initially puzzled at the start of their investigation, they shared, welcomed new information, analyzed it, and valued different approaches to a challenging mathematical problem as they progress with their inquiry. The results also revealed respondents' perspectives on how to manage online PBL. These findings can help teachers design collaborative online activities.

The Effectiveness of Online Problem-Based Learning Tasks on Riyadh’s Secondary School Students’ Problem-Solving Ability and Programming Skills

Abstract This study aims to examine the effectiveness of online problem-based learning (PBL) tasks on problem-solving ability (PSA) and programming skills of secondary school students. A quantitative research design of a quasi-experimental research was adopted in this study. A purposive non-random sampling method was used to select two schools. Then, a clustered random sampling technique was carried out to select four classes, consisting of 120 students. The classes were divided equally into online PBL and non-online PBL. A problem-solving inventory questionnaire was used to measure PSA before and after the treatment, and pre-post performance tests were used to assess students’ performance. The students underwent 8 weeks of learning tasks by using online PBL via Facebook groups. The findings from this study proved that online PBL improved students’ PSA, and their higher-order thinking skills, and helped them to perform better in learning programming by using Facebook for interaction and participation in the online discussion with a facilitator and peers.

An acceptability study of the introduction of total online or partial online PBL in a large classroom setting in biochemistry

BackgroundTraditional problem-based learning (PBL) relying on tutored learning in small groups is very resource-intensive. Little is known about the benefits of PBL in a large classroom setting. This paper introduced a PBL case into the traditional didactic biochemistry course and investigated the acceptability of total online or partial online PBL in a large classroom setting introduced during the coronavirus pandemic.MethodsThe students were allocated into either total online Group 1, partial online Group 2, or partial online and with poorer academic performance Group 3. A questionnaire comprising of 8 closed-ended questions and 2 open-ended questions and final exam performances were used to evaluate the acceptability of total online or partial online PBL in a large classroom setting. The 8 closed-ended questions were analysed by the Kruskal–Wallis test or chi-square tests. The word cloud analysis of the 2 open-ended questions were conducted by Wenjuanxing. Students’ performances in the final examination were analysed by One-way Anova.ResultsBoth total online and partial online PBL were rated highly by the students. Overall, there were no significant differences in the effectiveness evaluation of PBL between Group 2 and Group 3. There were no significant differences in final exam performances between Group 1 and Group 2. However, Group 1 rated the effectiveness of PBL much higher than Group 2 and 3. Word cloud analysis of the 2 open-ended questions showed students’ positive perspectives of PBL. In biochemistry teaching, from the perspective of the students, the expected optimal number of useful PBL cases might be 2.ConclusionsBoth total online and partial online PBL in a large classroom setting were widely accepted as a beneficial supplement to traditional biochemistry classes.

Exploring how an experiential professional development program prepared instructors to teach with an unfamiliar pedagogical approach

ABSTRACT This qualitative study examined how seven graduate students became prepared to teach in an unfamiliar online PBL environment through an experiential professional development program. During the 75-hour preparation program, graduate instructors completed readings and practice activities, immersed themselves in the student perspective, and completed learning tasks that mirrored the teaching tasks to be carried out during the live teaching. This enabled them to immediately apply theory into their own contexts while receiving support. Findings indicate that the most impactful learning methods were active experimentation and communication with peers and mentors. Results can inform academic developers who design and facilitate professional development for graduate students.

Development and validation of a questionnaire on problem-based learning to evaluate facilitation by the tutor and the student group

Background The study objective was to develop and validate a questionnaire to capture facilitation activities in PBL by the tutor and the group with reference to a theoretical model of teaching quality. Methods We developed 19 items assigned to six factors to evaluate collaborative learning processes in relation to facilitation by the tutor and the student PBL group. We analysed construct and criterion validity in 419 undergraduate medical students in 152 online PBL groups. Results Construct validity was confirmed based on factor dimensionality in line with the theoretical assumptions as well as satisfactory internal reliabilities and intraclass correlation coefficients. Criterion validity was supported by the correlation of a) tutor facilitation activities with the success of group self-facilitation and b) facilitation activities with learning gain and satisfaction in the PBL sessions. Discussion The questionnaire provides a more comprehensive understanding of collaborative learning processes in PBL and the interplay between facilitation activities by the tutor and the group.

Japanese nurse academics' pedagogical development using collaborative action research

BackgroundTo meet contemporary professional standards, nurse educators must provide students with educational content that considers active learning strategies. ObjectiveThis study explored the process and challenges faced by nurse academics working collaboratively to implement an online problem-based learning course. DesignCollaborative action research. SettingThis study was conducted with nurse academics at Yamaguchi University in Japan from May 2020 to April 2022. ParticipantsFive Japanese nurse academics and two Australian academics participated in this study. MethodsNurse academics met regularly online to discuss issues and plan, act, and reflect on their experiences using Norton's (2001) five-step process. The meetings were recorded, and structured and written reflections from each participant were collected throughout the process. Data collected from the meetings and structured reflections were analysed to identify key themes. ResultsIn Step 1, the key stakeholders were discussed and issues were identified. Step 2 included planning a short seminar for the convenience of student participants, Step 3 involved the conduct of an online nursing ethics course (four sessions) for the students, and Step 4 included the evaluation. One year after the academics had completed their teaching, a discussion of future directions was conducted (Step 5). Through the collaborative action research process, four themes were identified: (1) creating a shared understanding, (2) adopting new paradigms for teaching and research, (3) learning and experiences while practicing, and (4) looking back and moving forward. ConclusionsDespite some challenges experienced, the action research approach enhanced the curriculum development process, provided collegial opportunities to explore and learn together, and led to increased changes in the educational practice of academics, even beyond the collaborative action research.

Closing the Academic-Practice Gap With Enhanced Preceptor Training.

A successful pilot program served as a model for how educators in healthcare organizations can reduce the academic-practice gap by supporting preceptors. Preceptors received enhanced training using self-paced online modules and an asynchronous online problem-based learning. Statistically significant increases in self-efficacy and satisfaction with training were reported. Preceptor training included strategies for teaching prioritization, communication, and clinical judgment. Preceptors experienced sustained resilience, increased awareness of well-being, and more engagement in the precepting role.

A Comprehensive Review on PBL and Digital PBL in Engineering Education - Status, Challenges and Future Prospects

Abstract: Problem-based learning (PBL) makes use of complex, real-world issues as the subject matter, and encourages students to develop problem-solving skills and learn concepts instead of just absorbing facts. The emergence of the concept of PBL in the digital learning context has received massive recognition and has thus, triggered debate among several scholars. Therefore as a prelude to analysis, the present study attempts to review the existing literature on PBL, particularly in the context of digital learning with respect to engineering education. It further attempts to discuss the ways for PBL implementation, its related challenges and future prospects, especially in the digital setting. The study adopted a systematic literature review wherein it selected relevant studies, articles and papers that broadly discussed the significance of the topics and evaluated information and data from the period starting from 2012 through 2021. A comprehensive review of the literature revealed that since digital PBL includes diverse and multipledigital technology applications as part of traditional PBL it is more effective than the traditional form of learning and it is most widely used in engineering education as the aim of engineering education is to generate such students who are practically equipped with technical knowledge and considerably prepared with professional engineering skills. However, there exists a paucity of research on digital PBL which needs further analysis. Keywords: engineering education, problem-based learning, digital PBL, e-learning, online PBL, PBL implementation

The Effectiveness of Online Problem-Based Learning in Improving Students' Reading Comprehension with Different Learning Styles

Reading is a fundamental skill for conveying information. Nowadays, various information is easily accessible quickly from many sources worldwide, so reading comprehension skills and mastering technology have been crucial for the challenges. Educators need a strategy to improve these skills. This study aims to measure the effectiveness of Problem-Based Learning through Google Classroom in improving the reading comprehension of students with different learning styles. This study used a quasi-experimental with a 2×4 factorial design on the tenth-grade students at SMAN 1 Sindang, Indramayu. The VARK questionnaire and reading comprehension test were carried out by one-sample Kolmogorov-Smirnov test and two-way ANOVA with Tukey's. The study exposed the result of Problem-Based Learning through Google Classroom and the influence of the student's different learning styles on the reading comprehension learning outcomes. This research indicated that the strategy was effective, but the student's different learning styles did not affect their learning outcome. Thus, there was no interaction between the teaching strategy and students' learning styles in improving their reading comprehension learning outcomes. This study offered a new perception of the importance of considering student's learning styles in organizing the appropriate materials, learning activities, and assessments to improve reading comprehension. The contribution of this study to the ELT in advance was a new awareness of the effectiveness of multi-mode digital settings in fulfilling the student's needs. Thus, it is confirmed that recent education is designed to accommodate students anywhere and anytime.

Digital Redesign of Problem-Based Learning (PBL) from Face-to-Face to Synchronous Online in Biomedical Sciences MSc Courses and the Student Perspective

PBL is a widely used teaching approach that is increasingly incorporating digital components. Although, by its nature, a face-to-face approach is the preferred mode of delivery, its digital counterpart is gaining ground. The current paper discusses the digital redesign of PBL in an MSc in Biomedical Sciences. Face-to-face and online PBL followed the seven steps of the PBL process, and each case was completed in three sessions. For the delivery of online PBL, collaborative tools were utilized, including CiscoWebex, the online platform for synchronous meetings, and OneDrive, shareable PPT, and Moodle for synchronous and asynchronous self-directed learning. Three cohorts were followed, and students had both face-to-face and online PBL experiences. Student feedback was obtained using focus groups, and data analysis utilized a deductive and inductive approach. Our data indicate that CiscoWebex is a suitable and user-friendly platform for synchronous online PBL. The students enjoyed both formats and stated that online PBL is an effective teaching approach for promoting student learning. In regards to student interaction, the face-to-face mode was preferred, while online PBL was perceived as more organized. The redesign allowed for effective student learning and could pave the way forward for a fully online MSc program in Biomedical Sciences.

Intention to Continue Adopting Online Problem-Based Learning After the COVID-19 Pandemic: Perception Analysis Using a Structural Equation Modelling Approach

Due to the COVID-19 pandemic, conventional face-to-face problem-based learning (PBL) had to be transitioned into online PBL. However, it was largely unknown how likely would medical students continue to adopt this form of hastily implemented remote learning solution after the pandemic ends. Using a two-stage partial least squares structural equation modelling approach, a study was conducted to develop a set of questionnaires to measure this intention and determine the influence of perceived benefits (5 items) and perceived ease of use (7 items) on the behavioural intention to continue adopting online PBL. The technology acceptance model was adopted as the conceptual framework of this study. Environment factors (11 items derived from PEST analysis, where P = policy, E = economic, S = social, and T = technology factors) were incorporated as the third independent construct in our model. A total of 149 Year 2 medical students participated in this study. Overall, the mean score for behavioural intention to continue adopting online PBL was 3.42 out of 5 (where 1 = most unlikely and 5 = most likely). Only the construct perceived ease of use had significant influence on the behavioural intention to continue adopting online PBL (path coefficient standardised β = 0.312; t-statistics = 2.960; p = 0.003). Perceived benefits and environment factors were not shown to have significant influence. In conclusion, as no strong intention to continue adopting online PBL was demonstrated in this study, conventional face-to-face PBL should be resumed until clear benefits of a carefully designed online PBL can be demonstrated.

E-PBL with multimedia animations: a design-based research

BackgroundThis study was conducted to explore the effectiveness of online problem-based learning (e-PBL) with multimedia animation scenarios by comparing the face-to-face (f2f) PBL method with paper-based scenarios. Adapting different f2f teaching methodologies to online environments is a significant problem that urgently needs attention, particularly in health education.MethodsThis study is part of design-based research and consists of three phases, which comprise design, analysis, and re-design. First, the animation-based problem scenarios were developed, and the learning environment (e-PBL) elements were organized. Then animation-based scenarios and the e-PBL environment were used, and problems related to the use of the environment were determined with an experimental study which was based on a pretest-posttest control group design. Finally, we used the following three measurement tools in the data collection process: a scale to determine the effectiveness of PBL, an attitude scale toward PBL, and the Clinical Objective Reasoning Exams (CORE). The study group in this research comprised 92 medical undergraduates (47 female and 45 male).ResultsThere were similar scores between the two groups (e-PBL and f2f) in terms of the effectiveness of the platforms, the attitudes of the medical undergraduates, and the CORE scores. Also, there were positive relationships between the attitude scores, grade point average (GPA), and PBL scores of the undergraduates. Another significant positive relationship was found between the CORE scores and the GPA.ConclusionsThe animation-supported e-PBL environment positively effects the participants’ knowledge, skills, and attitude. Students who have high academic scores attitude positively towards e-PBL. Providing problem scenarios as multimedia animations is the innovative face of the research. They have been produced inexpensively with off-the-shelf web-based animation apps. These technological advances may democratize the production of video-based cases in the future. Although the results of this study were obtained before the pandemic, they showed no differences between e-PBL and f2f-PBL in terms of effectiveness.

Medical Students' Perceptions Towards Online Teaching During the Covid-19 Pandemic: A Cross-Sectional Study from Saudi Arabia.

The Covid-19 has made a huge impact on higher education. Online teaching and learning became essential to deliver educational activities in all areas including medical education. In this study, we aimed to investigate medical students' perceptions on the role of online teaching and learning in facilitating medical education. A cross-sectional study using a self-administered online questionnaire was conducted. Students eligible were medical students across all years at Imam Abdulrahman Bin Faisal University, Saudi Arabia. Perceptions analysis was conducted using SPSS software. A total of 563 students participated in the study (prominent category female 64%, n = 361). There was a significant increase in the number of hours devoted to online learning during the pandemic. Live lectures/tutorials platform via zoom showed the highest rate of interaction compared to pre-recorded lectures and learning materials uploaded on blackboard. 50% of the students disagreed that online teaching is as effective as face-to-face teaching. The greatest perceived enjoyable aspect included the online accessibility of materials. Whereas the most frequent perceived barrier to online learning included internet connection. 17% of students reflected a poor understanding of scientific materials through online PBL. More than 50% of students revealed that online theoretical lectures are as good as classroom or better. Whereas the majority (70%) were unable to learn clinical skills online. The results indicated high impact on students' physical activities (80%). Impacts were higher on pre-clinical students' health and social life than on clinical students. Our findings reported that during emergency situations due to the pandemic, online teaching enables the continuity of medical education and provides adequate efficiency. The use of live online platforms showed high level of interaction. However, some barriers need to be addressed especially at the clinical skills development level to maximize the benefit of online teaching and learning.

The temporal dynamics of online problem-based learning: Why and when sequence matters

Early research on online PBL explored student satisfaction, effectiveness, and design. The temporal aspect of online PBL has rarely been addressed. Thus, a gap exists in our knowledge regarding how online PBL unfolds: when and for how long a group engages in collaborative discussions. Similarly, little is known about whether and what sequence of interactions could predict higher achievement. This study aims to bridge such a gap by implementing the latest advances in temporal learning analytics to analyze the sequential and temporal aspects of online PBL across a large sample (n = 204 students) of qualitatively coded interactions (8,009 interactions). We analyzed interactions at the group level to understand the group dynamics across whole problem discussions, and at the student level to understand the students’ contribution dynamics across different episodes. We followed such analyses by examining the association of interaction types and the sequences thereof with students’ performance using multilevel linear regression models. The analysis of the interactions reflected that the scripted PBL process is followed a logical sequence, yet often lacked enough depth. When cognitive interactions (e.g., arguments, questions, and evaluations) occurred, they kindled high cognitive interactions, when low cognitive and social interactions dominated, they kindled low cognitive interactions. The order and sequence of interactions were more predictive of performance, and with a higher explanatory power as compared to frequencies. Starting or initiating interactions (even with low cognitive content) showed the highest association with performance, pointing to the importance of initiative and sequencing.

The Impact of Proposed Online Problem-Based Learning Activities on Developing University EFL Students’ Expository Essay Writing

The current study aimed at investigating the impact of using proposed online problem-based learning activities on developing university EFL students’ expository essay writing skills. The sample of the study comprised 74 English majors from the World Islamic Sciences and Education University in Amman. The students were randomly assigned into two groups, experimental and control. To achieve the purpose of the study, the researcher designed a checklist to identify the expository essay writing skills that university EFL students need and a pre/post expository essay writing test. The validity and reliability of the instruments were guaranteed through implementing scientific approaches. The results of the study showed a significant statistical difference at (α=0.05) between the two groups in the post expository essay writing test in favor of the experimental group that was taught by using the online problem-based learning activities. The experimental group outperformed the control group in different essay writing areas including content, organization, vocabulary, language use, and conventions. Keywords: EFL, Expository Essay, Problem-Based Activities.

Key factors predicting problem-based learning in online environments: Evidence from multimodal learning analytics.

Problem-based learning (PBL) has been used in different domains, and there is overwhelming evidence of its value. As an emerging field with excellent prospects, learning analytics (LA)-especially multimodal learning analytics (MMLA)-has increasingly attracted the attention of researchers in PBL. However, current research on the integration of LA with PBL has not related LA results with specific PBL steps or paid enough attention to the interaction in peer learning, especially for text data generated from peer interaction. This study employed MMLA based on machine learning (ML) to quantify the process engagement of peer learning, identify log behaviors, self-regulation, and other factors, and then predict online PBL performance. Participants were 104 fourth-year students in an online course on social work and problem-solving. The MMLA model contained multimodal data from online discussions, log files, reports, and questionnaires. ML classification models were built to classify text data in online discussions. The results showed that self-regulation, messages post, message words, and peer learning engagement in representation, solution, and evaluation were predictive of online PBL performance. Hierarchical linear regression analyses indicated stronger predictive validity of the process indicators on online PBL performance than other indicators. This study addressed the scarcity of students' process data and the inefficiency of analyzing text data, as well as providing information on targeted learning strategies to scaffold students in online PBL.