Perceptions Of Problem-based Learning Research Articles

Problem-Based Learning in a Woodwind Methods Course: An Action Research Study

The purpose of this action research study was to explore the use of problem-based learning (PBL) in a secondary instrument methods course. Six students enrolled in a woodwind methods course and participated in PBL activities—including video assessment, written scenarios, emergent performance scenarios in the classroom, group activities, and structured peer teaching—aimed at improving their ability to diagnose and solve instrument-specific performance problems. We examined students’ perceptions of PBL, including their teaching confidence, retention of course materials, and overall course engagement. The data collected suggest that students perceived themselves to be learning effectively in this PBL environment, and they felt generally confident in their ability to teach woodwinds. In addition, students appreciated opportunities for “real-life” teaching scenarios and expressed high levels of motivation, though they found this approach somewhat haphazard and unstructured. We suggest that PBL may be a viable method for educating preservice music teachers.

Integrating the Problem-Based Learning Approach Into a Web-Based English Reading Course

This study incorporated the problem-based learning (PBL) approach into a web-based English reading course. The purpose of the study was to examine the impact of PBL on the participants’ English reading comprehension (RC) and to explore the participants’ perceptions of PBL. The present study conducted a comparison of two teaching methods. Two classes of university students were randomly assigned to PBL and non-PBL groups. The PBL group was directed by the problem and surveyed the Internet to identify solutions. The non-PBL group was instructed using the teacher-lecture method. The two groups completed RC pre- and posttests, an instructional questionnaire, and self-reports. The statistic results showed that the PBL group achieved significantly higher mean scores than the non-PBL group in English RC. Additionally, the questionnaire results demonstrated that PBL significantly enhanced the participants’ active learning and synthesized their cognitive processing. Instructional recommendations for PBL web-based English curricula are presented.

Problem-Based Learning for Didactic Presentation to Baccalaureate Nursing Students.

Nursing judgment is an essential component in the delivery of safe, quality patient care. Nurses must have the knowledge and skills to question authority, make judgments, substantiate evidence, and advocate for the patient. Traditional pedagogy in content-laden courses remains primarily lecture based. Incorporating active strategies to strengthen professional practice is essential. A pilot study assessed senior baccalaureate nursing students' perceptions of problem-based learning (PBL) and their readiness for self-directed learning. In addition, the authors analyzed the relationship between readiness for self-directed learning and course content mastery using PBL. Students completed the Self-directed Learning Readiness Scale, the Problem-Based Learning Environment Inventory, and course content mastery exams. Students reported positive experiences with PBL and readiness for self-directed learning. Readiness for self-directed learning and 2 of 5 exam scores were inversely, significantly related. Students' perceptions of their readiness for self-directed learning did not always correspond with course content mastery. Specifically, some students who perceived themselves as ready for self-directed learning did not perform well on course content exams. This inverse relationship has not been reported by other researchers and brings an interesting perspective to student perceptions and actual performance. Four themes emerged from students' narrative responses: Prepared Me for Real Life Professional Situations, Stimulated My Critical Thinking, Promoted Independent Problem Solving, and Supported Learning Retention. PBL as a pedagogical approach provides opportunities for nursing students to explore their professional independence while attempting to master content.

Perception and Utilization of Problem-Based Learning by Nurse Educators in Cross River State, Nigeria

Problem based learning is one of the innovations in tertiary education where appropriate problem is used to increase knowledge and understanding but Nursing and Midwifery Council of Nigeria has not yet incorporated it into the curricular of nursing education. Therefore, the purpose of the study was to assess nurse educators’ perception of problem-based learning in order to provide useful information for necessary intervention. The study was a descriptive survey. A convenience sampling technique was used and 40 nurse educators out of 58 in Calabar participated in the study. Furthermore, 6 out 10 nursing educational institutions in Cross River State were used. A self-developed and well validated questionnaire served as an instrument for data collection. Data were analyzed using SPSS version 15. Descriptive statistics was used for data analysis. The results revealed that most of the respondents 29(75.5%) were females. With regards to professional and educational qualifications, all the respondents were registered nurses and most of the respondents were B.N.Sc./BSc./B. Ed degree holders 16(40%), while Masters’ Degree holders were 15 (37.5%). The results revealed that majority of the respondents had a positive view and attitude towards problem-based learning and would like it to be introduced into nursing educational institutions. The study suggests that nurse educators will be positively disposed to the use of problem-based learning in teaching-learning process as it is being used in most professional courses in developed and developing countries. Therefore, it was suggested that all stakeholders in nursing educational institutions should organize workshops and seminars to orientate nurse educators on problem-based learning. The curriculum for training of student nurses should be reviewed to reflect problem-based learning.

Student perceptions and experiences of problem-based learning in first year undergraduate sports therapy

Problem-based learning (PBL) has long been used as a means to foster critical thinking and student autonomy. However, few studies have investigated the effectiveness of PBL in Sports Therapy. The aim of this study was to examine first year Sports Therapy students' perceptions of PBL. Results revealed that students perceived PBL as vocationally relevant, by enabling them to work in and across groups, whilst also engaging with a wider range and depth of information compared to more traditional methods of curriculum delivery. External observations of the lecturers input sessions were made by an impartial researcher. The implications of the study are that PBL appears to be a professionally suitable and appropriate learning modality for Sports Therapy students.

The implementation of problem-based learning in collaborative groups in a chiropractic program in Malaysia.

Purpose:Problem-based learning (PBL) is usually conducted in small-group learning sessions with approximately eight students per facilitator. In this study, we implemented a modified version of PBL involving collaborative groups in an undergraduate chiropractic program and assessed its pedagogical effectiveness.Methods:This study was conducted at the International Medical University, Kuala Lumpur, Malaysia, and involved the 2012 chiropractic student cohort. Six PBL cases were provided to chiropractic students, consisting of three PBL cases for which learning resources were provided and another three PBL cases for which learning resources were not provided. Group discussions were not continuously supervised, since only one facilitator was present. The students’ perceptions of PBL in collaborative groups were assessed with a questionnaire that was divided into three domains: motivation, cognitive skills, and perceived pressure to work.Results:Thirty of the 31 students (97%) participated in the study. PBL in collaborative groups was significantly associated with positive responses regarding students’ motivation, cognitive skills, and perceived pressure to work (P<0.05). The students felt that PBL with learning resources increased motivation and cognitive skills (P<0.001).Conclusion:The new PBL implementation described in this study does not require additional instructors or any additional funding. When implemented in a classroom setting, it has pedagogical benefits equivalent to those of small-group sessions. Our findings also suggest that students rely significantly on available learning resources.

Student Perceptions of Problem Based Learning in an Exercise Science Classroom

Developing critical thinking and communication skills are vital in education. Problem Based Learning (PBL) is a student-centered pedagogy that facilitates learning through self-directed research and group collaboration, thus enhancing critical thinking and communication skills. Minimal research has been done on PBL in exercise science curricula. PURPOSE: To evaluate student perceptions of PBL in an undergraduate, exercise physiology course. METHODS: 73 (38 male, 35 female) students in an exercise physiology course completed a survey at the end of a semester assessing demographic variables (age, gender, GPA, class standing, semester length), and perceptions of PBL on critical thinking, communication, and learning (5-point Likert scale from 1=strongly disagree to 5=strongly agree). Descriptive data (mean±SD) and frequencies were analyzed for demographic and PBL perception variables. One-way ANOVA was used to assess differences in perception of PBL according to demographic factors. RESULTS: 97% of students agreed that PBL helped them develop new ways of reasoning, helped them see relationships between complex content, taught them how to think critically, and engaged them in the learning process; 94% agreed PBL encouraged them to think differently about content, enhanced their ability to work on a team and to make connections with students; 86% agreed PBL improved their ability to participate in group discussions; 90% agreed PBL improved their ability to write; 99% of students agreed that PBL improved their ability to find relevant information; 80% prefer PBL over traditional lecture. Mean scores for student perception ranged from 4.31 to 4.73. Students in a 15-week course perceived PBL to have a greater impact on writing (4.6±.06) compared to those in a 7-week course (4.1±0.6) (p=.013). No other significant relationships between demographic variables and PBL perceptions were found. CONCLUSIONS: Most students preferred PBL over traditional teaching methods and perceived PBL to enhance their ability to critically think and communicate. Perceptions remained similar regardless of gender, age, class standing, and GPA. Students perceived a 15-week course to be more effective for writing development. PBL appears to be an effective and desirable teaching approach in exercise science.

ENHANCING STUDENTS' MATHEMATICAL LOGICAL THINKING ABILITY AND SELF-REGULATED LEARNING THROUGH PROBLEM-BASED LEARNING

This study was intended to investigate the development of students’ mathematical logical thinking ability and self-regulated learning through Problem-based Learning (PBL). This study was a part of a master thesis and a sub-study of a Postgraduate Research Grant from DGHE in 2013. This study was a pre-test-post-test quasi-experimental control group design involving 93 eleventh-grade students of a senior high school in Karawang which were chosen puposively. The instruments of this study were an essay test on mathematical logical thinking, a self-regulated learning scale, and a scale measuring students’ perception of PBL. The study revealed that students getting treatment on PBL attained better grades on mathematical logical thinking ability than students taught by conventional teaching, athough the grades were at low level. However, there was no difference in the grades for self-regulated learning between students in the two groups, al though the grades were fairly good. Also, there was no correlation between mathematical logical thinking ability and self-regulated learning with students’ positive opinions toward PBL.

Acquisition of knowledge, generic skills and attitudes through problem-based learning: Student perspectives in a hybrid curriculum

Abstract Objective To investigate students' perceptions of problem-based learning in the acquisition of relevant knowledge, generic skills and attitudes in a setting where this is a vital component of the medical undergraduate hybrid curriculum. Methods 464 undergraduate medical students in four consecutive batches (two in the first year and two in the second year of the medicine programme) at Melaka Manipal Medical College were enrolled in this cross-sectional study. A pre-validated questionnaire with 15 items classified into three domains addressing acquisition of knowledge, generic skills and attitudes was developed and administered to all students, who responded on a five-point Likert scale. Results Problem-based learning improved the students' acquisition of knowledge, generic skills and attitudes, with positive correlations (0.451–0.72) between scores in all three domains. Problem-based learning affected not only typical competence in interpersonal and cognitive domains but also more general work-related skills considered important for success in professional practice. Conclusions Problem-based learning in small groups provided students with a favourable, safe environment for developing the necessary skills and attitudes. This study not only fills a gap but also shows the advantages of problem-based learning as perceived by students in a hybrid medical curriculum.

Are South African Geography education students ready for problem-based learning?

Problem-based learning (PBL) is one of the possible training strategies that could be more fully implemented in the South African formal education system. The intention to migrate from teacher-centred to learner-centred instructions in higher education institutions and schools makes PBL a plausible option. Geography education students might be exposed to PBL because their training implies the acquisition of abilities to solve real-world situations at various geographical scales. This paper explores the perception of second- and third-year students in a BEd programme in Potchefstroom, South Africa. The study uses a mixed-method research approach based on questionnaire application, students' learning journal entries and field notes. Findings from the study indicate that students show very positive perceptions of PBL as a training strategy for teaching and learning. A gender difference regarding general aspects of PBL, independent learning, workload, assessment rubrics and the different role-players in PBL indicates that female students hold more positive perceptions of the PBL experience. Overall, the results indicate that students with higher academic performances in most instances hold more positive perceptions of the PBL experience.

Students’ perceptions of using Problem-Based Learning (PBL) in teaching cognitive communicative disorders

Problem-Based Learning (PBL) is an educational model that is characterized by student-centered learning and classroom discussion using clinically based problems. This study examines students’ perceptions of PBL as an alternative approach of learning in speech-language pathology and investigates if these perceptions change over time as a function of students’ learning experience with PBL. Written reflections by 96 graduate-students in a graduate elective course on cognitive-communicative disorders were analyzed using content analysis. Common words or phrases in each reflection paper were identified, grouped and coded into consistent themes. Percentage changes of these themes across a semester were also followed. A total number of 883 positive and 165 negative comments were identified. Thirteen positive and seven negative themes relative to students’ perception of the inclusion of PBL were yielded. The advantages of PBL were found to outweigh its disadvantages. Moreover, accumulated experience with this approach was found to eliminate some initial perceived drawbacks about PBL. The extra efforts to engage students in interactive discussion as well as higher order critical thinking and knowledge application were acknowledged through student feedback. Future studies should investigate how PBL can be of greater use in other areas in communication sciences and disorders.

Learning Context and Perceptions of Problem-Based Learning: A Marketing Course Project at a Community College

In this article, the authors present information gathered from a marketing course designed for second-year students that centered on a problem-based project at a community college. Using learning context as a theoretical frame for this classroom-based research, they explore student perceptions of the method and outline strengths and weaknesses of the approach. The authors make suggestions for research and practice based upon their findings.

Exploring creativity and critical thinking in traditional and innovative problem‐based learning groups

To explore students' attitude towards problem-based learning, creativity and critical thinking, and the relevance to nursing education and clinical practice. Critical thinking and creativity are crucial in nursing education. The teaching approach of problem-based learning can help to reduce the difficulties of nurturing problem-solving skills. However, there is little in the literature on how to improve the effectiveness of a problem-based learning lesson by designing appropriate and innovative activities such as composing songs, writing poems and using role plays. Exploratory qualitative study. A sample of 100 students participated in seven semi-structured focus groups, of which two were innovative groups and five were standard groups, adopting three activities in problem-based learning, namely composing songs, writing poems and performing role plays. The data were analysed using thematic analysis. There are three themes extracted from the conversations: 'students' perceptions of problem-based learning', 'students' perceptions of creative thinking' and 'students' perceptions of critical thinking'. Participants generally agreed that critical thinking is more important than creativity in problem-based learning and clinical practice. Participants in the innovative groups perceived a significantly closer relationship between critical thinking and nursing care, and between creativity and nursing care than the standard groups. Both standard and innovative groups agreed that problem-based learning could significantly increase their critical thinking and problem-solving skills. Further, by composing songs, writing poems and using role plays, the innovative groups had significantly increased their awareness of the relationship among critical thinking, creativity and nursing care. Nursing educators should include more types of creative activities than it often does in conventional problem-based learning classes. The results could help nurse educators design an appropriate curriculum for preparing professional and ethical nurses for future clinical practice.

Supporting STEM Education in Secondary Science Contexts

Science education scholars emphasize the significance of an integrative, interdisciplinary STEM (Science, Technology, Engineering, and Mathematics) education that encourages students to learn about the natural world through exploration, inquiry, and problem-solving experiences. This article reports on a professional development program aimed at improving a group of secondary science and mathematics teachers’ competence in using a problem-based approach in the teaching of STEM. Through surveys, qualitative interviews and focus groups, the study investigated the teachers’ understanding and perceptions of problem-based learning (PBL) as an approach to interdisciplinary STEM education as well as their perceptions of the personal and systemic challenges in implementing such an approach in their professional practice. This investigation offers insight into how university-based professional development programs can support secondary educators’ understanding of, and ability to use an interdisciplinary problem-based STEM approach in their schools and classrooms. The study concludes with implications for practice and a discussion of how future interdisciplinary professional development can be conceptualized.

Middle School Science Teachers' Perception of Problem-Based Learning

Middle School Science Teachers' Perception of Problem-Based Learning

Perceptions of Problem-Based Learning (PBL) Group Effectiveness in a Socially-Culturally Diverse Medical Student Population

Perceptions of Problem-Based Learning (PBL) Group Effectiveness in a Socially-Culturally Diverse Medical Student Population

Students’ perceptions of early patient encounters in a PBL curriculum: A first evaluation of the Maastricht experience

Introduction: Real patient encounters before the clinical phase of undergraduate medical education are recommended to stimulate integration of theory and practice. Such encounters are not easy to integrate into the three phases of the problem-based learning cycle, i.e. preparation, self-study and reporting. The authors studied students’ perceptions of problem-based learning with real patient encounters as the starting point for learning.Method: Students’ perceptions of the programme with real patients were evaluated by means of a questionnaire. Mean item scores on a five-point Likert scale and 95% confidence intervals were calculated.Results: Students showed satisfaction with the patient encounters and said they learned a lot from them. Reporting was also highly rated, particularly the integration of theory and practice. Preparation and self-study received lower scores.Discussion: The findings support the view that real patient encounters can act as a powerful driving force for learning and enhance integration of theory and practice. Student learning might benefit from: better information to students and teachers regarding educational objectives, teacher training and careful selection of patients. In order to gain more insight into learning from patient encounters, further studies should address students’ and teachers’ views and behaviours in respect of this type of learning.

Education for Practice in the UK and Ireland: Implementing Problem-Based Learning

Objective: This paper outlines the education of speech and language therapists in the UK and Ireland, and presents a preliminary study of student therapists’ perceptions of problem-based learning (PBL) as a learning strategy in preparation for clinical work. PBL has been used extensively in medical and dental education in Europe, in Canada, and in the Middle East, and has been applied to speech and language therapist education in Sweden and in Australia. Its implementation in the UK and Ireland is relatively new. Methods: A survey questionnaire was circulated to students in two centres via e-mail. Questions posed included student impressions of the most and least useful elements of PBL in their preparation for clinical practice, as well as how they considered improvements could be made; student reflections regarding PBL were also sought. Results and Conclusions: Findings support the implementation of PBL in the education of speech and language therapists, with more experienced students showing more positive support for PBL. Issues raised by the study include emphasis on clinical relevance of problems, particularly in the early years of the course. The majority of students regarded PBL as directly relevant for clinical preparation.

The educational effectiveness of problem-based learning discussions as evaluated by learner-assessed satisfaction and practice change

Study objective To elicit attendees' opinions and perceptions of problem-based learning and to assess the ability of this format to influence practitioner behavior. Design Analysis of quality assurance material as part of the evaluation process of the Problem-Based Learning Discussion (PBLD) Committee of the American Society of Anesthesiologists (ASA). Participants Attendees of the 2002 PBLD Program and the annual meeting of the ASA, Orlando, FL. Measurements and main results Exit and 6-month post-PBLD evaluations of individual PBLD sessions were offered to attendees of the program. A total of 742 evaluations were completed and collected at the conclusion of the individual sessions. Of the participants, 98.2% rated their sessions either good or excellent, 98.5% of whom enjoyed the interactive nature and 98% expressing a willingness to participate in future PBLD sessions. There were 221 questionnaires (17% response rate) completed after 6 months. Actual changes in practice were few, but attendees reported an increased ability to anticipate problems and/or complications and an increased knowledge and awareness about issues regarding patient care. 95.4% considered PBLD a worthwhile learning experience. Conclusions PBLD remains a popular educational offering. Although 6 months may be too short an interval to gauge the ability of PBLD to change physician practices, attendees feel that it does confer increased knowledge and awareness about patient care issues.

Facilitators' perceptions of problem-based learning and community-based education

In 1997 the School for Nursing, University of the Orange Free State, changed from the traditional lecture method of teaching to problem-based learning and from a curative to a community-based approach. Lecturers from a traditional environment became facilitators and new skills such as listening, dialogue, negotiation, counselling and problemsolving were expected from them. Besides the role change, the environment changed from a structural classroom to an unstructured community. The aim of this research was to determine the perceptions and experiences of facilitators in problem-based learning and community-base education.&#x0D; &#x0D; *Please note: This is a reduced version of the abstract. Please refer to PDF for full text.