Principles Of Problem-based Learning Research Articles

Persepsi dan Dampak Pembelajaran Berbasis Masalah pada Mahasiswa Peserta Program Merdeka Belajar Kampus Merdeka Asistensi Mengajar

The MBKM Teaching Assistance Program is implemented based on the principle of problem-based learning where students involved in this program will conduct learning in designated educational units to engage in the teaching and learning process and help solve some of the problems encountered. The purpose of this study is to explore the perceptions of students who have participated in the program to find out how far the achievements and benefits obtained through this program so that later it can be a recommendation for improving the implementation of the next program. This research uses a descriptive qualitative method where the data collection process is carried out through interviews with a total of three respondents. The respondents selected were students participating in the MBKM Teaching Assistance program who underwent the internship process in different educational units The results of this study are that students participating in the program feel the benefits of increasing knowledge and skills both directly related to lecture science and skills in other forms such as self-adjustment, self-management, collaboration, and reflective thinking

The Influential Principles in Problem-Based Learning: A Systematic Review on English Language Learning

Since the beginning of its application, the Problem-Based Learning (PBL) has been recognized for its success in improving the quality of learning in various disciplines from different countries. Then, it has been recommended to be applied in all levels of education, especially in higher education. Therefore, this review is aimed at exploring the most influential principles of PBL which give contribution to the success of the learning outcome in English language learning. This review was compiled based on the guideline from PRISMA (Preferred Reporting Items for systematic reviews and Meta-Analysis). Data was searched and collected from studies published from electronic data bases of reputable international journals issued from 2012 to 2020. From 105 articles in the same area of English language learning, 7 articles were chosen to match the purpose of this review. The 7 articles have the same research methodology (experimental study), in which the discussions of the articles are analyzed to find the most influential principles supporting the success of PBL for all level of education in English language learning. It was found that PBL has proven to be effective in English language learning for all levels of education. In addition, the review shows that all discussions of the articles state that there are five most influential principles of the PBL that give contribution to the success of the language learning, the incorporation of ill structured/real life problems, a student-centered approach, collaborative learning, problem solving, and critical thinking.

THE IMPLEMENTATION OF PROBLEM-BASED LEARNING IN THE TEACHING OF READING AT HIGHER EDUCATION LEVEL

Problem-Based Learning (PBL) is one of the teaching methods highly promoted in the status quo, especially in EFL classes. Regarding this, numerous studies indicate that PBL is effective in enhancing student learning performance, particularly in enhancing problem-solving abilities and self-efficacy learning. However, research on PBL's use in Indonesia, particularly in EFL reading classes, is still barely to be found. Hence, this study is aimed to investigate the implementation of PBL in EFL reading classes by means to investigate how the stages of PBL were implemented and to see what PBL principles have been achieved in the learning activity. This study is produced from qualitative research in the form of a case study, where observations were done during the learning process. The findings indicate that PBL is applicable to be implemented in higher education because the teacher’s actions cover all stages of PBL. However, there is still one principle that must be considered namely student collaboration. One of the expectations of teachers for students is that they can have critical thinking and be able to learn independently, therefore, this can be achieved by making PBL a learning method in the classroom.

MPLEMENTATION OF CERTAIN METHODS OF PROBLEM-ORIENTED LEARNING IN THE PROCESS OF STUDYING MEDICAL AND BIOLOGICAL PHYSICS

Higher medical education is also facing new challenges of the healthcare system, which, in turn, require changes to the educational programs of both bachelor's and master's degrees. For all the diversity of modern medical school programs, they are united by a shift in emphasis from traditional didactic methods to problem-based learning. Problem-based methods are aimed at achieving learning goals through interdisciplinary interaction. The purpose of the study is to investigate the effectiveness of problem-based learning in the process of studying medical and biological physics at a medical institution of higher education.The study involved 70 second-level higher education students of Poltava State Medical University studying the discipline "Medical and Biological Physics". A set of exercises and questions based on the principles of problem-based learning was developed to organize preparation for practical classes and for independent work on individual topics. A 14-question questionnaire was developed to determine the level of satisfaction with the teaching of the discipline and the students' mastery of practice-oriented skills.In general, the respondents rated the benefits of using practice-oriented materials in the educational process by an average of 4.6 points, the experience of working with practice-oriented materials in the classroom by 4.8 points, and the previous experience of working with practice-oriented materials by 4.1 points. Students noted that classes in the discipline were well organized and relevant, contributed to the acquisition of practical skills (4.9 points); it was found that practical classes in medical and biological physics contributed to the understanding of the clinical aspects of the discipline by 4.5 points; the experience of working in practical classes in medical and biological physics influenced the interest in clinical disciplines b y a n a verage o f 3 .8 p oints. T he a nalysis o f o pen-ended questions revealed that students consider photo and video content, among other things, to be the most useful.

Linking Clinic With Classroom in Intensive Focused Preservice Education on Augmentative and Alternative Communication.

This article reports a pilot study that combined clinical training and academic instruction in a graduate-level augmentative and alternative communication (AAC) course. The authors aim to (a) provide a detailed description of the AAC course and (b) present preliminary data regarding the graduate students' perception on the AAC course and their own competencies in AAC. Forty-three graduate students completed an intensive focused course that included AAC fieldwork (i.e., direct clinical service and caregiver training) as well as academic content. In delivering the clinical and academic content, the course instructor followed the principles of problem-based learning. During their final semester in the graduate program, the students completed a survey regarding the AAC course and their self-efficacy in AAC services. Thirty-eight among the 43 students perceived that the AAC fieldwork, embedded into the AAC course, made them feel competent or strongly competent. The entire 43 respondents listed the AAC fieldwork as the component that they liked in the AAC course. When students were asked about their self-efficacy in AAC services at three different time points (i.e., before taking the AAC course, after taking the AAC course, and at the time of the survey), their ratings were significantly higher for after taking the AAC course and at the time of the survey, compared to before taking the course. This study suggests the significance of compulsory fieldwork embedded in the AAC training as evidenced by the graduate students' subjective perception of competence and preparedness in AAC services following the AAC course.

Using Grand Rounds to Train and Prepare a Local Public Health Workforce To Manage COVID-19 Outbreaks During the 2020-2021 Pandemic Winter Upsurge.

In response to the coronavirus disease 2019 (COVID-19) pandemic, the Los Angeles County Department of Public Health (DPH) expanded its workforce by >250 staff during Fall 2020 to manage the expected volume of outbreaks, which ultimately peaked. The workforce included reorganized groups of physicians, nurses, outbreak investigators from several DPH programs, and a 100+ member data science team tasked with designing and operating a data system and information flow process that became the backbone infrastructure of support for field investigation and outbreak management in real-time. The accelerated workforce expansion was completed in 3 months. To prepare new and reassigned permanent staff for fieldwork, DPH and several faculty from the Emory University Rollins School of Public Health adopted a flexible, skills-based series of medical Grand Rounds. These 16 sessions were grounded in practice- and problem-based learning principles using case studies, interactive scenarios, and didactic presentations based on scientific and public health practice information to teach knowledge and skills that were needed to manage COVID-19 outbreaks in different sectors. The evaluation suggests positive experience with the training series as well as impact on job performance.

Future teachers for future societies: transforming teacher professionalism through problem-based professional learning and development

ABSTRACT Twenty-first century problems have forced international policymakers to consider how education might be reimagined so that citizens have the knowledge and skills to respond to the known and unknown challenges ahead and take an active role in the creation of future societies. While it has been suggested that problem-oriented curricular and pedagogical practices could be transformative for learner experience and engagement in education and societal change, little policy attention has been given to teacher professional learning and development within this global vision for education. In this conceptual article, we explore the potentialities and limitations of problem-based learning (PBL) as a model of continuing professional development for teacher professionalism. Drawing on international scholarly research, we focus on five key PBL principles: problem identification, self-directed learning, group collaboration, critical reflection, and variation in PBL design; and assess how these might contribute to transformative change at the level of the profession, education, and wider society. Although there are distinct national political and institutional challenges associated with the implementation of PBL, we argue that this innovative pedagogical approach in higher education could be the future direction of teacher professional learning.

Exploring the Effects of Online PBL in Xuexitong

The objective of this research paper is to critically examine the advantages and challenges of implementing online Problem-Based Learning (PBL) using the Xuexitong learning app. The paper highlights the diverse range of functionalities offered by Xuexitong that align with the principles of PBL. Students can access shared materials, form study teams, submit assignments and receive feedback, conduct online surveys, and engage in group discussions. Teachers, on the other hand, can upload electronic textbooks, communicate with students conveniently, provide guidance on student projects, and assess assignments. Furthermore, the paper presents a comparative analysis of PBL with other teaching methods. The findings reveal that online PBL transcends spatial barriers and facilitates face-to-face communication. It enhances students’ problem-solving skills, promotes effective time management, and fosters a sense of cooperation among learners. For teachers, online PBL promotes more active teacher-student interaction, allowing for effective guidance and feedback exchange with students. Despite the advantages, the paper also acknowledges the challenges associated with online PBL, including technical issues related to online devices and learning materials. By analyzing various online PBL cases, the paper identifies potential obstacles that may arise in the implementation of PBL through Xuexitong. The other problems are students’ reluctance to learn independently and the lack of attention when studying online. The paper serves as a valuable resource for enhancing the online PBL system, providing teachers and students with a comprehensive understanding of the functionalities offered by Xuexitong and how they can be effectively utilized in online PBL courses. However, it is important to note that further research is warranted to identify and address potential technical challenges associated with online PBL.

Principles of Problem-Based Learning (PBL) in STEM Education: Using Expert Wisdom and Research to Frame Educational Practice

Developing teacher knowledge, skills, and confidence in Science, Technology, Engineering, and Mathematics (STEM) education is critical to supporting a culture of innovation and productivity across the population. Such capacity building is also necessary for the development of STEM literacies involving the ability to identify, apply, and integrate concepts from STEM domains toward understanding complex problems, and innovating to solve them. However, a lack of visible models of STEM integration has been highlighted by teachers as a challenge to successfully implementing integrated STEM education in schools. Problem Based Learning (PBL) has been well-established in higher education contexts as an approach to learning in the STEM disciplines and may present an effective way to integrate knowledge and skills across STEM disciplines in school-based STEM education and support the development of students as capable, self-directed learners. However, if PBL is to effectively contribute to STEM education in schools and build teacher capacity to teach STEM, then this approach needs to be better understood. This paper aims to generate a set of principles for supporting a PBL model of STEM education in schools based on insights from the literature and expert focus groups of PBL professionals. Four principles of PBL emerged from the data analysis: (a) flexible knowledge, skills, and capabilities; (b) active and strategic metacognitive reasoning; (c) collaboration based on intrinsic motivation; and (d) problems embedded in real and rich contexts. The study outcomes provide evidence-informed support for teachers who may be considering the value of adopting a PBL approach in school-based STEM education.

DEVELOPING PBL SCENARIO FOR ONLINE TUTORIALS

Background: Scenario is one of the three main components of Problem-based Learning (PBL) besides students and tutors. Besides being an essential component in triggering interest in learning, scenarios also affect group dynamics and academic achievement. During the COVID-19 pandemic, most of the learning process was conducted online, including PBL tutorial discussions. Distraction during online PBL learning is a challenge that must be faced so that the discussion process can achieve the learning objectives. This condition requires the commitment of tutors and students and engaging scenarios that will also help students and tutors stay focused on the discussion. This article is a recommendation based on the IAMHPE Webinar #5 on the scenario development process to support the online PBL process. This article may provide a guide in developing PBL scenarios.Recommendation: The development of PBL scenarios in pandemic conditions still needs to consider various aspects of preparing a good and immersive scenario. The steps needed are ensuring the scenario development team, determining learning objectives and tutorial issues, designing innovative scenarios, conducting reviews and improving the quality of scenarios regularly, and preparing informative tutor guides.Conclusion: Scenarios for online PBL tutorials must support the application of the four PBL principles, namely constructive, contextual, self-directed learning, and collaborative learning. Each institution needs to create scenarios that are appropriate to its learning context.

The Impact of Problem-Based Serious Games on Learning Motivation

Students’ motivation in computer graphic courses is a challenge for educators. Computer courses entail abstract notions and algorithmic features, and these difficulties affect the students’ motivation. A problem-based learning serious game framework named Immersivio was designed. The researchers designed a quantitative study with a between subject design and implemented a treatment course using the problem-based serious game. The game was designed based on the principles of problem-based learning and serious games, i.e., higher order thinking, collaborative learning, and cognitive thinking and information visualization theory. A non-random sampling procedure (purposive sampling) was used in this quasi-experimental study and the participants formed to 2 groups, the experimental group (n = 24) and the control group (n = 26). MANOVA test results indicated that the experimental group participants who had experienced the Immersivio game were more motivated to learn computer graphics in terms of extrinsic motivation, intrinsic motivation, interest, attainment, cost, identification with academics, self-efficacy, and instrumentality. This study has implications for basic and advanced computer graphic lecturers and educators in this field.

From-scratch development and improvement of a problem-based learning course: Nonlinear Model Predictive Control for Chemical and Biochemical Processes*

This paper describes the development from scratch of a Nonlinear Model Predictive Control course, which was designed for 5th year Process Engineering master's students at the Norwegian University of Science and Technology (NTNU). After taking the course, students are able to program their own nonlinear model predictive controller (NMPC) in MATLAB, and have gained a good understanding of the most important issues related to the implementation of this type of controller in chemical and biochemical processes. The course follows problem-based learning principles. It is heavily focused on “doing”, where coding assignments are a large part of the course load. The student learning is assessed by an unconventional combination of formative feedback (one-to-one session, where we discuss their assignments and the solution strategies of the students) as well as summative feedback (systematic grading of their assignments and final exam). The student perception of the course, which was assessed by a feedback questionnaire, shows that the course adds value to them by not only helping them write more interesting Master's projects but also by improving their skill set for the job market.

The Effects of Situational Teaching, Cooperative Learning, and Self-directed Learning on Mathematical Learning Abilities in China

The junior high school stage is a significant stage of education because students thinking skills develop the fastest in junior middle school. In addition, the quality of junior high school education impacts the students learning ability, especially in mathematics, and the teaching methods also play a key role in students' mathematical learning ability. Therefore, this research explores the impact of problem-based learning on junior high school students’ mathematical learning ability, and studies their impact on students’ mathematical learning ability from the core principles of problem-based learning, including learning situations, cooperative learning, and self-directed learning. A total of 240 students from Meixi Lake Changjun Middle School participated in this research based on quantitative research methods collected of such as the "Mathematical Ability Scale" and other questionnaires. The correlation analysis revealed that situational teaching, self-directed learning and cooperative learning have a moderately positive correlation with students’ mathematical abilities. In this study, an independent sample t-test analyzed the significant correlation between gender and mathematical learning abilities. This research aims to find better learning methods to improve the mathematical learning abilities of Chinese junior high school students and their performance in mathematics subjects.

Problem-based gaming via an augmented reality mobile game and a printed game in foreign language education

Grounded in game-based learning and problem-based learning, this study compared the effects of an augmented reality (AR) mobile game and a printed game on student engagement and attitudes toward foreign language learning. For this purpose, a narrative-driven, location-based AR mobile game was developed based on the analysis, design, development, implementation and evaluation approach. The participants were 42 undergraduates studying English as a foreign language (EFL) in South Korea. The AR group played a location-based AR mobile game in English while moving around the university campus and collaborating with team members, whereas the print-game group played the same game color-printed onto paper in teams in the classroom. After the activities, both groups completed case reports, Likert-scale surveys, and adjective checklists, and participated in interviews. The results indicated that both groups demonstrated comparable levels of behavioral, cognitive, and emotional engagement as well as positive attitudes in learning EFL, without significant group differences. The adjective checklist also indicated that the AR- and print-games provided students with a similar quality of experience. The qualitative data suggested that, if the EFL instruction is performed in accordance with game-based learning and problem-based learning principles, students may sustain high levels of engagement and positive attitudes, regardless of the medium (AR technology versus print). However, the only significant group difference was found in the perceived usefulness for learning EFL, which favored the print-mode game. While AR technologies provided authentic and immersive learning environments, EFL students perceived print reading as more useful for learning English than digital reading. This study makes a case for the development and application of narrative-driven, location-based AR games in foreign language education.

Lenses on the post-oil economy: integrating entrepreneurship into sustainability education through problem-based learning

ABSTRACT In the context of enormous global challenges such as climate change, poverty, and the unequal distribution of wealth, sustainability education within higher education has gained momentum as a tool to train a new generation of change agents. Previous research has examined the relationship between sustainability education and entrepreneurship education. There is however a knowledge gap regarding course development strategies that can integrate entrepreneurship competencies into sustainability education. Following a classroom action research (AR) approach, we developed a three-week graduate course aimed at an interdisciplinary cohort of students in the social sciences from partner universities in Brazil and Norway. The course integrated a problem-based learning (PBL) framework. Working in groups of four to five members, the students provided business solutions framed in a post-oil development context. The results indicate tension points in the integration of the learning principles of PBL along the different phases of PBL, namely during the group formation and problem analysis phases. To tackle these tensions, we suggest early group formation and integrate formative feedback and progressive problem analysis. Our framework contributes to the debate on competence-based frameworks within the sustainability education literature. The framework can also serve as an inspiration for course designers in higher education.

Teaching Tips To Enrich Remote Student Engagement in Transport Phenomena Using a Hybrid Teaching and Assessment Model

The pandemic-induced transition to remote instruction provided unique opportunities to adapt active and problem-based learning principles to develop new materials, teaching strategies, and assessment metrics that enrich student engagement in transport phenomena. This project used a hybrid teaching strategy that delivered technical content using, both, alternate asynchronous podcasts and synchronous online sessions. Assessment was performed using remote mini-assignments every week that challenged student technical comprehension and development of problem-solving algorithms. Short assignments were administered via timed internet sharing and discussed synchronously immediately after online submission. Student performance on mini-assignments steadily increased and was 15% higher during remote instruction than the previous year of in person lectures. In addition, virtual class participation in office hours increased by 40% and class time spent on student-initiated questions was 34% higher during online sessions. A hybrid teaching and assessment strategy promoted problem-based learning to dramatically increase student engagement and performance online. Future curricula will continue to provide recorded solutions to complex problems to help increase student comprehension and class participation. In addition, virtual office hours will be expanded in conjunction with faculty colleagues to provide additional resources to students.

PROBLEMS IN TEACHING FOREIGN LANGUAGE

This article discusses the problems of teaching a foreign language at a technical university at the present stage. The problem of deepening cognitive activity, strengthening the independence and creativity of students is one of the stimulating tasks in pedagogy. The modern orientation of education towards the formation of a person’s competence in activities and communication presupposes the creation of didactic and psychological conditions in which a student can show a personal position, individuality, express himself as a subject of training. And, namely, the student is involved in the process of educational activity with varying degrees of activity. The article also describes three levels of cognitive activity of students: reproducing, interpreting and creative. The first level, reproducing, is characterized by the desire of students to understand, remember, reproduce the acquired skills, mastering the ways of performing actions on the model. The interpretation level implies a desire to comprehend the meaning of what is being studied, to apply knowledge and mastered methods of activity in new educational conditions. The creative level, on the other hand, provides students with a readiness for a theoretical understanding of knowledge, an understanding of the connections between objects and phenomena, an independent search for solutions to problems. The article analyzes passive and active learning, depending on the level of cognitive activity of students in the educational process. With passive learning, the student acts as an object of educational activity (monologue lectures, reading literature, demonstrations) and does not perform any problematic, search tasks. With active learning, the student becomes the subject of educational activity, enters into a dialogue with the teacher, actively participates in the cognitive process, performs creative, search, problem tasks. Moreover, in this article, based on the objective laws of the process of cognitive activity of a person, information on problem education is given. And, namely, the basis of the theory of problem-based education is: 1. purposefulness (i.e. not one goal is to study the material, but several - educational, educational, developing); 2. The problematic structure of educational material; 3. A combination of creative and reproductive teaching methods; 4. duality of the learning process (the listener is not a passive object of pedagogical activity, but an active subject of the learning process); 5. The corresponding structure of knowledge; 6. systematic motivation for learning (the formation of students' cognitive needs and interest in knowledge). It is also noted that when implementing the principle of problem-based learning, a whole series of psychological and related problems arise, primarily with the creation of a problematic situation corresponding tasks to be solved. This article provides solutions to these problems.

Teaching Principle and Instrutional Design Analyze in Linear Algebra Course Based on Problem-based Learning

Linear algebra is an important compulsory course for undergraduate students majoring in science and engineering, as well as some economic and management students. However,the teaching effect is not satisfiedin the current teaching and learning.In order to improve the teaching effect, this paper researches the basic teaching principles of problem-based learning in linear algebra course based on the analysis of the current teaching and learning. It finds out that because the highly abstract of this course, the traditional teaching pattern is not suitable for linear algebra curse, while problem-based learning can achieve better result. What’s more, it also provides several examples of instructional design using problem-based learning on the main concepts of linear algebra, such as determinant, matrix and vector space. These examples discuss how to design the problems to help the students for understanding the abstract concepts and construct a stable and precise concept map.The analysis and the examples are meaningful for both teaching theory and practice.

How to Apply Problem-Based Learning in Medical Education? A Critical Review

Problem-based learning (PBL) is a cornerstone of modern medical education. Principles of PBL are the construction of knowledge, prior knowledge activation, organization of knowledge, elaboration of knowledge, stepwise transfer across contexts and cooperation with other learners. It provides the ability to identify the knowledge, generate and analyze hypotheses that lead to the differential diagnosis of the case according to the complaint of the patient by using history taking, physical exam, and investigations. Application of any innovation such as PBL faces many challenges and obstacles that are related to the students, tutors, learning environment and other stakeholders. We can overcome these obstacles by more training sessions for tutors and students. In addition, the construction of PBL curriculum should be based on a community-oriented approach because it depends on the priorization of common health problems in the surrounding community.

EXAMINING THE SOCIAL AND TECHNOLOGICAL BENEFITS OF AN INTERGENERATIONAL PROGRAM FOR OLDER ADULTS

Intergenerational programs are increasingly being implemented across the country. Much of the research on these programs has shown beneficial outcomes for students related to reductions in aging stereotypes, but less in-depth research has been done examining older adult outcomes (see Andreoletti & Howard, 2016 for a review). Currently, faculty and students from the University of Rhode Island (URI) are implementing the Engaging Generations: Cyber-Seniors Program, which connects older adults with student mentors to provide technological support to older adults, help students build communication and teaching skills, and overall build positive intergenerational relations. The aim of this study was to evaluate the outcomes of intergenerational programming participation for older adults (N=41) related to social isolation, loneliness, social engagement, and digital competency, measured using pre and post surveys given to participants. SPSS software was used to conduct descriptive analysis, t Tests, and one-way ANOVAs. Thematic analysis was used to analyze open-ended participant responses. Results showed significant improvements on items of the digital competency scale, particularly in relation to social media and for those who started with lower levels of digital competence, but not for other measures. Qualitative analysis showed that the older adults valued the technological knowledge gained, and the pleasant interactions and pedagogy. This study advances the engagement theory principle of problem-based learning. Much can be learned from both the significant and non-significant results to help inform intergenerational programming and technology support programs for older adults.