PBL Course Research Articles

Expanding Horizons: Fostering Creativity and Curiosity through Spherical Video‐Based Virtual Reality in Project‐Based Language Learning

AbstractThe aim of this study is to explore how the creation of spherical video‐based virtual reality (SVVR) influences students' creativity and curiosity in project‐based language learning (PBLL). Technology is widely used in various instructional contexts, and due to increasing interest in VR technologies, the current study investigated how SVVR technology in PBLL might influence students' self‐assessment of creativity and curiosity. Twenty‐seven students participated in an SVVR‐enhanced PBL course and were asked to complete two questionnaires on creativity and curiosity. Data from students' reflective journals and teacher notes were also analyzed to investigate implementations for using SVVR in language learning. The findings showed that students' self‐assessment of their levels of creativity and curiosity demonstrated statistically significant development. The findings from qualitative data analysis identified English language competence as a factor that could have influenced students' performance during the course. The findings support the potential for SVVR in PBLL for motivating students to embrace new ideas and perspectives while participating in authentic problem‐solving activities.

Intelligent Class-based Math Theory Searching Software-- Report of 8-hour Fujen PBL course

Artificial intelligence is gradually becoming the forefront of technological development under the advancementof the fourth industrial revolution. Its application in education has also been developed to a great extent. Artificialintelligence can help to improve the quality and efficiency of education teaching so that students can learn the correctand more suitable content more quickly and effectively. In this paper, an app for artificial intelligence in education willbe proposed, explained, and analyzed. The discussion is divided into six parts: app design overview, automatic textrecognition in intelligent teaching systems, modeling, educational data mining, evaluation, and embedded experiments.

Do Students Reflect on Sustainability? Student Development of Competencies for Sustainability in Project-Based Learning

Higher education plays a crucial role in supporting a society based on sustainable development through the facilitation of students’ acquisition of competencies for sustainable development. A suitable arena in which to integrate these competencies can be courses built on project-based learning, though knowing how to support the students’ learning can be difficult and a continued challenge. In this work, we study first and second year bachelor level PBL courses and examine the effect of choosing a project theme related to sustainability. Specifically, we look at the students’ own assessment of integration of sustainability aspects in their projects, and their development of the normative competency, critical thinking competency, and self-awareness competency fromUNESCO’s key competencies for sustainability, as a function of project theme. Through a survey, where students were asked to assess themselves and their own projects on a seven-point Likert scale, we found that while having sustainability-related project themes does have some effect, the effect is limited compared to the development of other competencies in the course. Along with how the project theme affects the development of the investigated competencies, the need for targeted support in order to facilitate the students’ development of sustainability related competencies is discussed.

Does Introduction of Individual Learning at Home Improve the Effectiveness of Group Learning at Classroom in First-Year PBL Course?

This study examined whether distance learning in a first-year PBL courses in the first unit of instruction improves the effectiveness of subsequent group work learning over face-to-face learning. The first-year PBL consisted of three units: an input unit, a group work unit and an outcomes presentation unit. In 2017/2018, the input unit was conducted in the classroom with face-to-face learning. In 2017, a workshop was held in addition to face-to-face learning in classroom. In 2020/2021, the input unit was conducted with distance learning. In the years, approximately 100 people completed the questionnaire. A preliminary check confirmed that the average score of students' self-assessment of their own social skills were not significantly different among the four years. Analysis showed that in 2018, the perceived efficacy in the group work unit depended on learners' high social skills. Alternatively, in 2017/2020/2021, the perceived efficacy in group work was not dependent on learners' social skills. This suggests that distance learning and face-to-face learning with workshop learning, instead of full face-to-face learning for the units placed before the group work unit facilitates the learning efficacy of the group work unit, even for students with social skill concerns.

Consideration of Practical PBL course that Design and Manufacturing Small-sized Mover

Consideration of Practical PBL course that Design and Manufacturing Small-sized Mover

The Efficacy of Global Networked Collaborative PBL Courses on Fostering Global Competence among Pupils

<p>為了因應全球化的浪潮與提昇國際競爭力，如何培養學生之全球勝任力的議題正日漸受到重視，因此，本研究提出國際網路專題導向式合作學習課程的學習模式，此學習模式要求中小學學生在一個國際化的虛擬學習環境中共同探討與應對聯合國所倡議的全球永續發展的相關議題。本研究之目的，係採用實證研究方法，驗證國際網路專題導向式合作學習課程的學習模式是否能增進學生的全球勝任力。本研究首先完成了四門國際網路專題導向式合作學習課程的設計，並建置於一個國際化的網路合作學習平台中，接著邀請世界各地有興趣的中小學學生以小組的方式參與10 週的課程活動。為了評量課程活動在培養全球勝任力上的效能，本研究發展出一個全球勝任力專家量表，並以前、後測的方式請求小組帶隊的教師為其組員填寫量表。此全球勝任力專家量表共分為洞察力、體認力、溝通力、與實踐力四個向度。研究結果顯示，本研究所提出的學習模式，可以顯著提昇學習者的全球勝任力。</p> <p> </p><p>It is on the spotlight currently in education regarding how to nurture global competence in K-12. The study proposes the learning genre of global networked collaborative project-based learning for meeting the goal. The genre places students in a virtual learning environment with a global context and encourage them to deal with sustainable development goals, which was initiated by United Nations in 2015, in a joint effort collaboratively. The goal of the study is to verify by incorporating empirical methodologies whether the genre could foster global competence or not? First, four designated project-based learning courses were designed and implemented on a renown international collaborative learning platform. International participants then were recruited in an open manner and took part in the learning tasks of the courses online for 10 weeks in a team-based format. For assessing the performance in global competence, a rubric was developed and administered in pretest and posttest fashion, which were responded by teachers of the participating teams for all team members individually before and after the courses respectively. The criteria of the rubric are composed of four pillars, which are Investigate the World, Recognize Perspectives, Communicate Ideas, and Take Action. Results of the data analysis reveal that the proposed learning genre raises global competence significantly.</p> <p> </p>

The Differences of Perceived Efficacy Between Pupils and Experts in Fostering 21st-Century Skills

This study examines differences of perceived efficacy on blended PBL in fostering 21st century skills between pupils’ self-assessment and teachers’ expert assessment. For collecting empirical data, an international collaborative learning program with PBL courses is embodied online for a 10-week span. Two rubrics are administered to pupils and their corresponding teachers at the end of the learning program respectively. In addition to acknowledge that self-assessment is a tool with validity in an authentic learning environment, results of the study reveals that self-assessment and expert assessment have their own roles to play respectively while evaluating the broad range of competencies. Whereas covering different domains of competencies, self-assessment and expert assessment could compensate each other in measurement. In light of the emerging PBL in the future of schooling, the study suggests conducting more empirical studies to verify the validity and the strength of self-assessment on competencies in authentic learning environments.

Problem-based learning for in-service training on breastfeeding in Friuli Venezia Giulia, Italy

BackgroundProblem-Based Learning (PBL) is extensively used in pre- and post-graduate teaching programmes. However, it has been seldom used for in-service training and continuing medical education. We aimed to develop a PBL curriculum for a short in-service training on breastfeeding for maternal and child health professionals, and to assess the effect of these courses on their knowledge and skills. Also, the project aimed at increasing exclusive breastfeeding rates and duration in an Italian region.MethodsAfter initial training on PBL and an assessment of the learning needs of about 400 health professionals, a small working group developed learning objectives, designed a curriculum, produced manuals, and shaped assessment tools for a new PBL course on breastfeeding. The field test of the new course allowed selection of the tutors for the scaling up of the training to the whole region. During this extension phase, participants were asked to complete an evaluation questionnaire. In addition, the health professionals who attended the PBL courses in 2019 were asked to complete an online survey to assess knowledge, attitudes and practices (KAP) just before, soon after the course, and 4–6 months later.ResultsThe new 29 − hour PBL course, to be delivered in four days over four consecutive weeks, gives priority to tutorial groups and practical activities (71% of the total time). Supervised clinical practices absorb 16% of time. Ethics, communication and woman-centred clinical management content run throughout the four days and all activities. The three manuals, for tutors, participants and practical activities, facilitate the tasks and performance of tutors and participants. After the field test, 32 regional tutors ran courses for 562 health professionals. The analysis of the evaluation showed a high level of satisfaction for perceived effectiveness, relevance to practice, and educational quality. The KAP questionnaires indicated a general improvement after the course and retention after 4–6 months.ConclusionsDespite some predictable shortcomings, this new PBL approach for short in-service training courses on breastfeeding showed encouraging results as far as participants’ satisfaction and KAP are concerned. The possible effects on rates and duration of exclusive breastfeeding need further research.

A study on changes in attitudes towards settling in Toyama through education from the perspective of fostering regional leaders at University of Toyama.

The purpose of this study is to consider how to increase students’ inclination of regional settlement, based on the statistical analysis of surveys took in the community-oriented courses, called COC+ courses, implemented in 2018 at University of Toyama. We used a questionnaire survey method and took questionnaires to students in COC+ courses of three course-groups, “region-oriented course-group”, “regional PBL course-group” and “region-related course-group”, newly set up through the implementation of COC+ project. Despite our intentions, the results of this survey suggest that the regional PBL courses are likely to reduce the students’ inclination of regional settlement. Region-oriented courses are also, with regret, likely to have no effect on the inclination. The analysis of the individual courses of the region-oriented course-group shows that to increase students’ inclination of regional settlement, it must be effective to address the regional problems and their solutions, and embed a lot of opportunities for students to check their own lifestyles in courses.

Analysis of Students’ Responses in PBL Class with Design Thinking

Project Based Learning has a good compatibility with manufacturing courses, and increase the range of degrees of completion that can be achieved and the sense of accomplishment of the students by incorporating a problem-finding element. Thus, we considered and implemented a PBL course to learn the product development process incorporating design thinking. In the first report, the educational effects were confirmed by the results of the implementation and the analysis of the students’ responses. In this paper, we checked how the students’ attitude toward the project changed over throughout a year by questionnaires. Three types of questionnaires were used, one is a signed questionnaire, an anonymous questionnaire, and a psychological test. From these analyses, it was confirmed that success and failure experiences in exercises lead to motivation. On the other hand, negative emotions were also found to be caused by environmental factors.

A Case Study of Thoroughly Integrated STEM PBL Course of Mechanics

Along with the wide spread and deep penetration of STEM theory in China, the imperative task is to develop compatible courses with thorough interdisciplinary integration. The aim of this paper is to present a project-based learning (i.e., PBL) case study for college mechanics courses, in terms of the global structure, target analysis, activity design, comprehensive evaluation and implementation process. The features of this study can be summarized as follows. Firstly, in combination of students’ activity experience, the content of this study derived from a real-life problem truly realizes the interdisciplinary integration. Secondly, other than simply mixing the subject knowledge with hands-on skills, the objective of this study attaches specific importance to the stimulation of students’ interests and potentials in learning science and technology. Thirdly, the genuine research resources are adopted for implementing the project during the whole course. Fourthly, in order to urge students to form deep self-analysis, the course evaluation is composed of process and result assessments. In all, this study provides a reference for the development of an integrated STEM course. It may contribute to the acceleration of training professionals and construction of building innovation-oriented country.

Engineering Students’ Readiness to Transition to Emergency Online Learning in Response to COVID-19: Case of Qatar

This study examined engineering students’ initial readiness to transition to emergency online learning in response to COVID-19 in Qatar. A theoretical framework is proposed for understanding the factors influencing students’ readiness for change. Sequential explanatory mixed-method research was conducted, with 140 participants completing an online survey, of which 68 also contributed written reflections and 8 participated in semi-structured interviews. Exploratory factor analysis displayed a four-factor structure, including initial preparedness and motivation for online learning, self-efficacy beliefs about online learning, self-directed learning online, and support. The qualitative outcomes supported the four factors and provided further insight into their varied and nuanced manifestation. In accounting for the perceived impact of the factors on readiness, significant differences were identified regarding pedagogical mode, with students enrolled in PBL courses reporting higher readiness than those from non-PBL courses. The practical implications for preparing students for future emergency online learning are discussed.

Recursive Reflective Reports: Embedded Assessment in PBL Courses for Second Language Teacher Education

This conceptual article begins with a general definition of reflection and the soft skills of PBL: collaboration, agency, and metacognition. Then it presents theoretical frameworks for reflection from second language teacher education (SLTE) (Farrell, 2015; Pennington & Richards, 2016) and illustrates six types of reflection with examples from the field of SLTE. The article features a reflective self- and peer-assessment instrument, utilized in a graduate SLTE program. The standard yet flexible template of the reflective teaching report (RTR) allows these teacher educators to interact with their students’ development in the soft skills and the content of the SLTE knowledge base. As a recursive tool, instructors use it at the end of each module in most of the courses. Its embedded, recurrent positioning in the program’s curriculum system is displayed in diagrams. Data from the program are provided to show how items in the shared RTR template support the types of reflection encouraged theoretically in the field of SLTE and PBL. The reliability and validity of this reflective report is discussed in the context of language assessment qualities of usefulness (Bachman & Palmer, 1996).

Combining course- and program-level outcomes assessments through embedded performance assessments at key courses: A proposal based on the experience from a Japanese dental education program

This paper addresses how to combine the course- and program-level assessments and presents a new method illustrated by a case of dental education program in Japan. Performance assessments are considered effective for evaluating knowledge integration and higher-order skills, while placing a burden on faculty, hence their feasibility as the program-level assessment is regarded lower than standardized tests or questionnaire surveys. We have developed several performance assessments at the course level, such as Modified Triple Jump for the PBL course. Based on this experience, we propose Pivotal Embedded Performance Assessment (PEPA) as a method for combining assessment at the course and program levels. The method limits the range of performance assessment to key courses directly linked to program goals and placed at the critical juncture points of curriculum, while entrusting the assessment of other courses to expert judgment of individual teachers. PEPA consists of the following procedures: systematization of curriculum and selection of key courses; design and implementation of performance assessments by a faculty team; setting passing criteria with incorporating the function of formative assessment; certifying the completion of the degree program. PEPA thus enables maintaining assessment feasibility and compatibility with a credit system, while ensuring assessment validity and reliability.Received: 27 September 2018Accepted: 13 November 2018Published online: 29 November 2018

Study on the role of teachers in the multidisciplinary integrated PBL teaching in pediatrics with the investigation of student satisfaction

Objective To discuss the role of teachers in the integrated PBL teaching of pediatrics in the light of the investigation of students after PBL teaching. Method The multidisciplinary integrated PBL course established by the Department of Pediatrics of Chongqing Medical University has been implemented for more than two years in the teaching of the five year program in the Department of clinical medicine (pediatric direction). From September 28, 2016 to October 25th, the researchers conducted a survey of 26 under-graduate students in the college who received PBL teaching at the professional probation stage. After the end of each PBL class, the teaching evaluation questionnaire recommended by Fudan University and Qian Ruizhe was distributed through the network teaching platform of Chongqing Medical University. The questionnaire was retrieved by students without a name, and the survey was carried out 3 times. The data of the questionnaire were summarized with Excel 2007. Result 77 questionnaires were issued and 77 were recovered, with a recovery rate of 100%. In the multidisciplinary integrated PBL class, 94.8%-97.4% students gave high score evaluation, and all the evaluation of teachers reached excellent level. In response to open- ended questions, students believed that teachers in teaching could inspire students to think posi-tively, encourage students to express different views, create a mutually trusted environment for students, and cultivate students' interpersonal communication, communication and cooperation ability. Conclusion In pediatric multidisciplinary integrated PBL teaching, teachers should teach students correct learning methods, judge each student's knowledge and thinking level, and individualize teaching for each student's problems and characteristics. Key words: Problem-based learning; Tutor; Students

2413 PM教育キットを大学の短期PBLコースに導入するためのキーポイント(一般セッション)

2413 PM教育キットを大学の短期PBLコースに導入するためのキーポイント(一般セッション)

Integrating Web 2.0 Technologies into Face-to-Face PBL to Support Producing, Storing, and Sharing Content in a Higher Education Course

In this article we present and discuss the process of developing and implementing a PBL-based course entitled Moving Images in Teaching and Learning that was held at the University of Lapland, Finland. In the course of the project, this fairly traditional face-to-face course was redesigned into a blended PBL course by integrating Web 2.0 applications into the course. The pedagogical rationale was to support students’ meaningful learning in various phases of the PBL process, and to enable easy storage and sharing of the ideas produced by the students. In addition, the rationale was to create more opportunities for students to report on their process during their independent knowledge acquisition phase and for the teacher to monitor and support students’ information searching processes. We focus mainly on students’ experiences of the implementation and conclude with ideas about our next steps.

The Study of Problem Solving Process of E-book PBL Course of Atayal Senior High School Students in Taiwan

The Study of Problem Solving Process of E-book PBL Course of Atayal Senior High School Students in Taiwan

産学・地域連携PBLによる実学教育の試み

The founding philosophy of Shibaura Institute of Technology is to nurture engineers with knowledge and skills necessary to contribute to a technology-oriented country through its practical education. In accordance with this philosophy, we developed a PBL course in collaboration with industries, local government and communities as a graduate course in 2013. This paper introduces the PBL course and its educational effects in terms of engineering education.

プロジェクト日程計画作成に有効な成果物依存関係表の開発

A project schedule creation is an essential part to make the project success. Companies developing a new product are looking for a practical method to create a highly feasible project schedule which supports completion of the development work on the aggressive target. This paper proposes a new tool called, the Deliverables Dependency Matrix (DDM) . This new tool helps reduce the activity period by removing the ambiguity of deliverables passed from one organization to another. The paper also describes a schedule creation process utilizing DDM to shrink the original buffered schedule to the target, while keeping the commitment by all related organizations to the schedule. This method is expected to be applicable to the PBL course work in universities.