Practice Of Problem-based Learning Research Articles

Research and Application of PBL Teaching Approach in College English Teaching

With the rapid development of technology and economy, cultivating high-quality international talents is a reform trend in college English education. At present, the main problem in college English teaching is that the teaching efficiency needs to be improved, which is mainly caused by the traditional teaching model of teacher-centered and simple teaching of language knowledge. PBL (problem-based learning) is a learner centered teaching approach. This article presents the characteristics of PBL teaching approach and how it can be applied in college English teaching. PBL emphasizes setting learning within relevant and meaningful problem contexts, encouraging learners to organize teams and collaborate to solve real-life problems, promoting critical thinking, acquiring skills in autonomous and collaborative learning, and efficiently solving problems. Through the practice of PBL in college English teaching, the application path of PBL in college English teaching is obtained, which includes setting up scientific problem scenarios, conducting group cooperative learning, creating a good teaching atmosphere, and actively carrying out after-school practice work.

Evaluation of the Road to Birth Software to Support Obstetric Problem-Based Learning Education with a Cohort of Pre-Clinical Medical Students

Integration of technology within problem-based learning curricula is expanding; however, information regarding student experiences and attitudes about the integration of such technologies is limited. This study aimed to evaluate pre-clinical medical student perceptions and use patterns of the “Road to Birth” (RtB) software, a novel program designed to support human maternal anatomy and physiology education. Second-year medical students at a large midwestern American university participated in a prospective, mixed-methods study. The RtB software is available as a mobile smartphone/tablet application and in immersive virtual reality. The program was integrated into problem-based learning activities across a three-week obstetrics teaching period. Student visuospatial ability, weekly program usage, weekly user satisfaction, and end-of-course focus group interview data were obtained. Survey data were analyzed and summarized using descriptive statistics. Focus group interview data were analyzed using inductive thematic analysis. Of the eligible students, 66% (19/29) consented to participate in the study with 4 students contributing to the focus group interview. Students reported incremental knowledge increases on weekly surveys (69.2% week one, 71.4% week two, and 78.6% week three). Qualitative results indicated the RtB software was perceived as a useful educational resource; however, its interactive nature could have been further optimized. Students reported increased use of portable devices over time and preferred convenient options when using technology incorporated into the curriculum. This study identifies opportunities to better integrate technology into problem-based learning practices in medical education. Further empirical research is warranted with larger and more diverse student samples.

Tutors' and Students' Views on Learning and Feedback in Problem-Based Learning

<p style="text-align:justify">The successful application of the problem-based learning (PBL) approach requires feedback from the tutor to the student to guide the latter's learning process. The aim of this study was to characterise the views of a group of Chilean undergraduate students of Primary Teaching and their tutors regarding PBL methodology, and the role of feedback in it. Qualitative research was carried out based on a case study that gathered the views of students and tutors through a focus group. The methods of analysis adapted to the needs of this study are those derived from discourse analysis and especially from discourse in interaction in its three dimensions: interlocution (framework of participation), thematic (topic of discussion) and enunciative (enunciative positioning). The results indicate that students' views emphasised the inter-student collaboration involved in PBL, while tutors emphasised the motivational value of the methodology. However, both recognised the important role that feedback plays in enhancing learning opportunities. Knowing the views of both tutors and learners is central to improving PBL and feedback practices.</p>

Cooperative and Problem-Based Learning Practice in Islamic Education in Bahrain: Strengths and Challenges

Cooperative and Problem-Based Learning Practice in Islamic Education in Bahrain: Strengths and Challenges

Consider “HACKS” when designing hackathon challenges: Hook, action, collaborative knowledge sharing

Our world’s complex challenges increase the need for those entering STEAM (Science, Technology, Engineering, Arts, and Math) disciplines to be able to creatively approach and collaboratively address wicked problems – complex problems with no “right” answer that span disciplines. Hackathons are environments that leverage problem-based learning practices so student teams can solve problems creatively and collaboratively by developing a solution to given challenges using engineering and computer science knowledge, skills, and abilities. The purpose of this paper is to offer a framework for interdisciplinary hackathon challenge development, as well as provide resources to aid interdisciplinary teams in better understanding the context and needs of a hackathon to evaluate and refine hackathon challenges. Three cohorts of interdisciplinary STEAM researchers were observed and interviewed as they collaboratively created a hackathon challenge incorporating all cohort-member disciplines for an online high school hackathon. The observation data and interview transcripts were analyzed using thematic analysis to distill the processes cohorts underwent and resources that were necessary for successfully creating a hackathon challenge. Through this research we found that the cohorts worked through four sequential stages as they collaborated to create a hackathon challenge. We detail the stages and offer them as a framework for future teams who seek to develop an interdisciplinary hackathon challenge. Additionally, we found that all cohorts lacked the knowledge and experience with hackathons to make fully informed decisions related to the challenge’s topic, scope, outcomes, etc. In response, this manuscript offers five hackathon quality considerations and three guiding principles for challenge developers to best meet the needs and goals of hackathon sponsors and participants.

Temporary Transitions to Online Problem-based Learning: Advice for Tutors and Learners

We provide a narrative review of the crucial elements for online Problem Based Learning (PBL) and a reflective overview of factors to consider when temporarily moving to online tutorials, forming a practical guide for educators in the health professions and beyond. We give general set-up advice based on the literature and our own recent experience (tutor and learner observational feedback, departmental meeting notes, newly-developed written resources and performance reports) of transitioning between temporary online PBL and face-to-face PBL but note that the majority of this advice translates easily to many types of virtual, interactive tutorial. We also include contextual evidence and theories from existing literature, with a focus on online PBL facilitation, learning and quality assurance. Despite widespread implementation of online teaching, there remain unanswered questions about whether deep learning occurs. The focus of this reflective paper is to better align online PBL practice with the principles of contextual, active, collaborative and self-directed learning and learning issues to be pursued.

The contribution of execution and workplace interaction to problem-based learning

Problem-based learning (PBL) has been used in business education for roughly two decades, based on the premise that solving unstructured problems provides a better vehicle for managerial learning than traditional lectures. Despite its popularity, critics argue that PBL still does not deliver a realistic managerial experience to students. While PBL introduces the kind of unstructured problems managers encounter in professional practice, it ignores two other essential aspects of management practice: execution of the solutions in real life and close contact with the intricacies of the work environment. Drawing on the case of a bachelor programme that has been incorporating these three elements (unstructured problems, close organisational interaction and execution) into its curriculum over the course of one decade, this study investigates how these adaptions to the original PBL design contribute to PBL's authenticity as a managerial learning experience. Qualitative data obtained from students, alumni, lecturers and partner companies shows that unstructured problems combined with close organisational interaction and execution allow students to: think more strategically, increase students' confidence, fosters self-efficacy, and offer students a clearer professional identity, orienting future career choices. The implications for PBL theory and practice are discussed.

Launching PLTL for MATH: Building on the Foundation of Supplemental Instruction

The paper describes the launch of Peer-Led Team Learning for Precalculus Engineering and Math at the University of Texas at Arlington (UTA) and the results that PLTL has had on pass rates. Historically, students placed into Precalculus, instead of being Calculus ready, have experienced higher failure rates than any other student grouping. While UTA has invested in many studies, programs and techniques that aid these underprepared students, a few strategies have emerged as being effective. These strategies have included the previous implementation of Supplemental Instruction (SI), with separate sections devoted specifically to Precalculus co-enrolled engineering-course students, peer-based instruction, and active learning activities as opposed to additional lectures. As a result of these findings, in the Fall 2020 semester, UTA combined all these strategies into a learning course integrating these best practices into a required PLTL learning lab with problem-based activities and studying practices for the engineering course and a self-selected PLTL option for the math course. The goal was to aid in increasing success rates in these classes. The students engaged in effective “study habits” and problem-based learning practices with a Peer-Led Team Learning (PLTL) leader. What we have found is the positive impact that PLTL has on pass rates for at-risk populations in addition to positive satisfaction surveys. This paper will show the effectiveness of PLTL by discussing success rates for the Fall 2020 and Spring 2021 semesters versus the other singular implementations from previous semesters, in this case Supplemental Instruction.

A COMPARATIVE ANALYSIS OF PROBLEM-BASED LEARNING APPLICATIONS İN ENGINEERING AND TEACHER EDUCATION: A BRIEF REVIEW

Problem-based learning (PBL) is an alternative instructional method used to help students acquire scientific and technical knowledge. It has various uses in different disciplines ranging from language learning to nursing. Considering the effectiveness and common usage of problem-based learning, this study is a brief literature review that focused on the use of PBL in two different disciplines, namely, in engineering and teacher training. To this end, the researcher chose 4 articles that are among the most cited studies on Google scholar's web page. The review was conducted to identify the research areas such as scope, research questions, methodologies, common emergent features and overall implications of those studies. As for analysis, coding and categorizing the themes were done in all studies to find common aspects. The emergent themes were discussed, and implications were examined successively. The results showed that applications and utilization of PBL in engineering and teacher training were proven to be beneficial both for the educators and the students of the target area. The study also demonstrated that while analytic thinking, quick decision making, and synthesizing were the primary targets of the use of PBL in engineering, collaboration and comprehension skills are targeted by the practice of PBL in teacher training.

Changes in Teaching and Learning Practice in an Undergraduate Logistics and Transportation Course Using Problem-Based Learning

This research paper presents the outcomes of a change in the teaching and learning practices from a traditional lecture-based method to a Problem Based Learning (PBL) curriculum in the undergraduate Logistics & Transportation (L&T) course at the Federal University of Itajuba (UNIFEI), Brazil. Detailed PBL practices adoption and the perception by the students of the PBL process are explored in survey research using a mixed-methods approach. The data was collected in two subsequent semesters of the L&T course, with different PBL scenarios and students, gathering quantitative and qualitative data. It was demonstrated that aligned with the theory on PBL, the majority of the students, over 91%, appreciated the benefits of the PBL-based practices in all course dimensions, with a strong perception of L&T teaching and learning improvements. Researchers and faculty involved in university teaching and learning can use PBL detailed practices, including problem scenarios and theoretical framework to design their own PBL classes to improve student learning and can also use the questionnaire structure and statistical tests for adoption in future implementations. The study is one of the few to provide a change in teaching and learning practices, associated with a valid and reliable two-stage survey covering the course concepts and learning objectives modelled by Factor Analysis, and, going beyond to provide PBL process impact and adaptations due to COVID-19 pandemic.

Changes in teaching and learning practice in an undergraduate logistics and transportation course using problem-based learning

This research paper presents the outcomes of a change in the teaching and learning practices from a traditional lecture-based method to a Problem Based Learning (PBL) curriculum in the undergraduate Logistics & Transportation (L&T) course at the Federal University of Itajubá (UNIFEI), Brazil. Detailed PBL practices adoption and the perception by the students of the PBL process are explored in survey research using a mixed-methods approach. The data was collected in two subsequent semesters of the L&T course, with different PBL scenarios and students, gathering quantitative and qualitative data. It was demonstrated that aligned with the theory on PBL, the majority of the students, over 91%, appreciated the benefits of the PBL-based practices in all course dimensions, with a strong perception of L&T teaching and learning improvements. Researchers and faculty involved in university teaching and learning can use PBL detailed practices, including problem scenarios and theoretical framework to design their own PBL classes to improve student learning and can also use the questionnaire structure and statistical tests for adoption in future implementations. The study is one of the few to provide a change in teaching and learning practices, associated with a valid and reliable two-stage survey covering the course concepts and learning objectives modelled by Factor Analysis, and, going beyond to provide PBL process impact and adaptations due to COVID-19 pandemic.

Teachers’ Perception on the Challenges of Utilizing Problem-Based Learning in Teaching Computer Science in Public Senior Secondary Schools in Port Harcourt Metropolis

This study investigated teachers’ perception on the challenges of utilizing Problem-Based Learning in teaching computer science in public senior secondary schools in Port Harcourt Metropolis, Rivers State, Nigeria. This study adopted descriptive research design. Two research questions and hypotheses were formulated to guide this study. The population for the study comprised one hundred (100) computer science teachers in the thirty six (36) public senior secondary schools located in Port Harcourt metropolis of Rivers State. Census sampling procedure was used to obtain one hundred (100) computer science teachers as the sample size due to the manageable size of the entire population. A structured questionnaire titled “Teachers’ Challenges of Utilizing Problem-Based Learning in Teaching Computer Science in Public Senior Secondary Schools in Port Harcourt Metropolis” (CUPOBALETCOS) was used for collection of data. The questionnaire was validated by experts. Pearson Moment Correlation Coefficient was used to determine the reliability of the instrument which gave a value of 0.84. Mean and standard deviation were used to analyse data and test of hypotheses was done with the use of z-test statistics. Results obtained from the findings revealed that the challenges of utilizing the Problem-Based Learning approach in teaching computer science and the aids to the utilization of this approach in teaching computer science were highly perceived by computer science teachers in senior secondary schools in the metropolis of Port Harcourt, Rivers State in Nigeria. Based on the findings, it was recommended that: Professional programmes, in addition to training exercise, need to be carried out frequently to enable teachers to get acquainted with the utilization of innovative teaching approaches and combat the associated challenges. Administrative duties or demands of teachers should be adjusted in order to have enough time for utilization of innovative teaching practices in the classroom. Curriculum for Problem-Based Learning should be fully introduced in the secondary and primary school education, so as to have facilitators who can help students by facilitating the Problem-Based Learning practices in the learning environment.

Views of Turkish EFL teacher trainees toward technology-integrated PBL practices

Problem-Based Learning (PBL) is increasingly becoming popular in teacher education, just like the prevalence in the use of Modular Object Oriented Dynamic Learning Environment (Moodle) which is an instructional socio-constructivist online tool providing collaborative learning. PBL where learning occurs through real-life problem solving practices is also included in the constructivist approach. This study was designed as a mixed methods research which English as Foreign Language (EFL) teacher trainees were involved in PBL through Moodle with the aim of solving problems related to language teaching and learning which they encountered at practicum schools. Participants were 93 EFL teacher trainees studying at a state university in Turkey. The study aimed to reveal the participants’ views of their PBL experiences within the scope of a Materials Evaluation and Adaptation Course. Data were collected through questionnaires and interviews; and analyzed through descriptive statistics and content analysis consecutively. Results demonstrated that the teacher training activities delivered through PBL yielded promising benefits for EFL teacher trainees’ professional development despite some minor flaws faced in the process. Thus, PBL can be considered as a useful method to deliver such courses offered in any branches of teacher education.

Interprofessional Education Activities for Students in Physician Assistant, Clinical Psychology, and Athletic Training Programs Utilizing Aspects of Team-Based and Problem-Based Learning Practices.

Interprofessional education (IPE) allows two or more professionals to learn from one another through partnership to improve patient outcomes. Implementation of IPE varies within health profession programs and universities, requiring programs to develop IPE activities that adhere to specific learning objectives or accreditation standards. These activities were a preliminary investigation on the feasibility of IPE activities at an institution with no substantial IPE infrastructure. Students integrated aspects of team-based learning (TBL), problem-based learning (PBL), and didactic components into diverse simulated patient cases with health profession students to develop skills in interdisciplinary patient-centered care. Lessons learned and future directions are discussed.

Revitalizing Education through Problem based Learning Practices

Teaching and learning practices need to be revisited to revitalize education. The mundane rote learning due to excessive standardization, pedagogical red tape and routinization often become surfeited and such experiences are discussed by students and teachers alike across the globe. The focus has to shift from content and transmission to problem, process and experience-based learning. This calls for dynamic learning which is challenging since creativity takes over control; reaction takes over responsiveness. Enhanced learning practices take over routine learning providing a rich learning experience for students. Difficult situations or problems prepare and prompt deep thinking and the solutions become learning experiences. Thus problems attract our attention and focus on digging deep into energizing thoughts to solve the same. This rationale and the associated dimensions become the fertile ground for problem based teaching and learning practices. This paper explores the revitalization of education through problem based learning practices. The study highlights the need for a shift from theory base to problem based learning. Redesigning conceptual representations to experience-based, problem based and enquiry based learning can promote relational understanding.

Mapping continuity and change in the intellectual structure of the knowledge base on problem‐based learning, 1974–2019: A systematic review

Problem‐based learning (PBL) emerged during the 1970s in response to demands for active learning methods capable of developing transferable knowledge and skills in the training of doctors. Over succeeding decades, PBL was gradually adopted in other fields of education. This systematic review aimed to identify key streams of theory and empirical research that have emerged over time in PBL research and practice. The review sourced 12,036 Scopus‐indexed documents published between 1974 and 2019. Science mapping was used to reveal the ‘intellectual structure’ or key research themes that have evolved in this literature over the past 45 years. The science mapping tool used in this review was author co‐citation analysis conducted in VOSviewer software. Author co‐citation analysis identified three schools of thought that together describe the intellectual structure of the PBL knowledge base: Design of PBL Curriculum and Instruction; PBL Effectiveness; Theory and Practice in Active Learning. In addition to portraying the intellectual structure of the literature as a whole, the review also conducted longitudinal analyses aimed at highlighting structural changes in this field over time. These analyses found that although the size and impact of schools of thought associated with Design of PBL Curriculum and Instruction and PBL Effectiveness increased over time, they remained stable in terms of theoretical foci. However, the Active Learning school evolved from a small school of authors associated with Cognitive Learning Theories prior to 2000 into the largest school of thought during the most recent decades. These findings both reaffirm the theoretical underpinnings of the PBL knowledge base and highlight its increasing integration with other forms of active learning.

Disruption of Anatomy Dissection Practical in COVID-19 Pandemic: Challenges, Problems and Solutions

We are undergoing crisis for humanity with corona virus disease (COVID-19) causing extensive damage to life and its aspects. Moreover we do not know how this will unfold in near future. All the academic classes are suspended during nationwide lockdown to alleviate the propagation. It is high time to rethink ways to deliver quality medical education under restriction of social isolation and absenteeism in real time teachings and discussions. We propose, based upon our experiences, replacement of didactic gross anatomy dissection with handmade dissection videos and its implications. It has its own challenges which could be overcome with planned directives based upon current experience. What is the magnitude of the problem?In this gloomy environment of forced absenteeism, reluctance in study plans and procrastination requirescounseling for emphasizing the importance of tight declining schedule and benefits of timely curriculumfor covering huge syllabus. Traditional methods of face-to-face educational didactics, lectures and chalk talks has been compromised like no other time in past. Use of education technology at a mass scale for economically deprived countries, limited availability of techno friendly medical educators and adaptation of student to newer teaching techniques was already restrained in pre-pandemic time. Also, the alignment of new teaching format with amount of content and duration of topic coverage, necessary and safe enough to train for effective practice of problem-based learning warrants reorganizing available resources. From student’s perspective,accommodation and fooding concerns in lockdown, poor internet access with intermittent disconnection,lack of high-end laptops and absenteeism are major concerns, which precluded us from live streaming ofgross anatomy dissection. Also, it is to be ensured that changes in teaching style have positive impacton amount and depth of concerned knowledge.

Students’ views on database management systems course designed according to problem-based learning

<span>The aim of this study was to design a learning environment supported by a problem-based learning method and to obtain students' views on this process. In this context, the Database Management Systems course was taught according to the problem-based learning method. The participants of the study consisted of 25 students from the 2nd-grade students studying in the Department of Computer Education and Instructional Technology in the spring semester of 2015 at Uludag University Faculty of Education. The research design of this study was the case study, which is one of the qualitative research designs. Data were obtained from the students via a semi-structured interview form. Descriptive analysis was applied to the data obtained from the interview. According to the results obtained from the analysis of the data, the students were generally satisfied with the problem-based learning practices. In addition, the students emphasized that it is important to have a sufficient level of necessary knowledge of the implementation of problem-based learning to design the classroom environment.</span>

How theory and design-based research can mature PBL practice and research

Many educational institutions in higher education switched to problem-based learning (PBL) in the last 5 decades. Despite its’ successful implementation worldwide, many institutions still encounter problems in their daily teaching practices that limit deep learning in students. This raises the question: How else can we look at PBL practice and research? The main argument of this reflective paper is to better align PBL practice with the theories or principles of contextual, constructive, self-directed and collaborative learning. This paper explains what these principles or theories are. In addition, it discusses a new way to bridge theory and practice: design-based research (DBR), which combines redesigning theory-based teaching practices with investigating these practices in close collaboration with various stakeholders. There is no one-size-fits-all solution to address the problems encountered in PBL. We should be very careful in drawing conclusions about which PBL approach works best. No single solution works optimally under all conditions. At most, DBR can help us gain better insight into why PBL with certain characteristics, preferably based on theory, might work in a specific context with particular goals in mind.

A thorny path: the developmental course of problem-based learning for health sciences education in Asia.

Problem-based learning (PBL), has been in existence for half a century as of 2019 and still remains the most innovative medical education innovation due to its revolutionary pedagogical approach characterized by student-centered learning (SCL) and self-directed learning (SDL) using simulated real-life scenarios as the learning platform. Here, learning becomes more self-driven, meaningful and relevant, pertaining to the social accountability principle of higher education. Being popular worldwide and driven by a strong demand for medical education reform during the past two decades, PBL has rapidly swept across the medical education communities in Asian countries. Many medical schools in Asia were drawn in by the innovative pedagogical methodology that PBL embraces, but tended to neglect with time, often unintentionally, the philosophy that PBL embodies. As a result, PBL in Asia, for various local academic, cultural, economic and administrative reasons started drifting away from its intended educational purposes. Consequently, the acceptance and practice of PBL in Asia has taken compromised forms as PBL-hybrids embedded within long existing and incorrigibly traditional curricula, or other less effective forms for easier implementation and management, at the expense of SCL and SDL. PBL in health sciences education, which has had a 50-year flourishment in the West, remains a continuous struggle in Asia. PBL for health science education in Asia is certainly no panacea, and is probably heading for a thorny path, despite the ultimate hope for a promising future.