Problem-based Learning Environment Research Articles

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

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

‘It’s like two different worlds’: the multifaceted nature of social support in students’ transition from high school to a problem-based learning undergraduate programme

ABSTRACT The transition from high school to university often amounts to a muddled process, making it both an exciting and challenging time for many undergraduate students. Integrating both academically and socially is key in this respect. Social support from peers and teaching staff, but also from family and friends, can have a decisive impact. A learning environment in which one would expect social support to be more evident, is Problem-Based Learning (PBL). Here, learning revolves around small, collaborative groups, with closer ties between students and teaching staff. We explore the role of social support in a PBL environment by looking at students’ experiences in- and outside the classroom. Based on fourteen in-depth student interviews, we find that the requirements of a PBL environment – particularly in terms of self-regulated learning, workload, and pace – can be a source of stress. As such, students encounter familiar transition problems concerning the inter-related issues of independence, structure, and well-being, and family and friends play a key role in dealing with these issues. However, PBL can also stimulate social support and help students integrate, especially through its emphasis on work in smaller groups and the structure offered by regular meetings.

Effect of Learning Management Using Problem-based Learning on Fine Arts Basic Ability of Freshmen in Suzhou Arts and Design Institute, The People’s Republic of China

Background and Aim: Learning Management Using Problem-Based Learning students can have better development of creativity, the ability to apply in real-world situations, aesthetic appreciation of Arts, activeness, and initiative which can help them to make progress in Fine Arts basic ability. Thus, the purposes of this research were to:1) To compare the students’ Fine Arts basic ability before and after learning through Learning Management Using Problem Based Learning. 2) To compare the Fine Arts basic ability after learning through Learning Management Using problem-based learning with the determined criterion set at 70%.3) To assess the significance level of students’ satisfaction after learning through Learning Management Using Problem-Based Learning. Materials and Methods: The sample of this study was 30 Freshmen (1 class) in Suzhou Institute of Fine Arts and Design in the academic year of 2023, which was derived from the cluster random sampling method. The research instruments were as follows: 1) There are five teaching plans for the Fine arts’s basic ability course of fine arts. The five teaching plans adopt the Learning Management Using Problem-Based Learning teaching method. The themes are research instruments were as follows: There are 5 lesson plans for teaching Fine Arts basic Objects from concrete to abstract - The skill of composition and the skill of light and shadow sensitivity， The meaning of color - The skill of color sensitivity Abstract lines - The skill of lines， Stereo model first session - The skills of typological criterion, lines, and composition.2) An achievement test was used with a reliability of 0.73. 3）The reliability of student satisfaction is 0.80. Results: The results of the study were as follows: (1) Students who received Learning Management Using Problem-Based Learning have higher scores than before learning through Learning Management Using Problem-Based Learning than before at a statistically significant level of 0.05. (2) Students who received the Learning Management Using Problem-Based Learning have higher scores than the determined criterion of 70%. And (3) The students’ satisfaction with Learning Management Using Problem-Based learning is at a high level. Conclusion: Learning management using problem-based learning significantly improves students' Fine art’s basic ability. learning management using problem-based learning problem-based learning environment encourages students to actively think and participate in problem-solving. And the learning management using problem-based learning in the learning process, teachers still need to maintain supervision and guidance and increase time for repeated training to ensure that students are aligned with the learning objectives of Fine arts basic ability.

Becoming a Creative Genius

The increasing complexity of society's sustainability issues requires new educational approaches that facilitate transversal skills and competencies suitable for the 21st century. Students must be equipped with discipline-specific expertise or technical skill; but also competencies to collaborate across disciplines in creating innovative solutions to complex problems. This paper explores whether a problem-based learning environment focusing on creativity facilitates transdisciplinary engagement and creative competencies and to what extent this manifests into transdisciplinary career paths and creative mindsets in a life-long learning perspective. An analysis of interviews with graduates from a transdisciplinary program, Creative Genius, at Aalborg University indicates that a pedagogical approach focusing on the embodiment of creative competencies helps prepare students to transition from student to professional and equip them to engage in transdisciplinary and complex problem-solving in industry and society. Based on the results, the paper proposes a model for creative transdisciplinary thinking and suggests a focus on creative self-efficacy as an essential learning outcome in transdisciplinary PBL environments.

문제중심학습(Problem-based Learning, PBL) 환경에서의 대학글쓰기 수업 사례 연구

문제중심학습(Problem-based Learning, PBL) 환경에서의 대학글쓰기 수업 사례 연구

USE OF ACTIVE AND INTERACTIVE METHODS IN FOREIGN LANGUAGE TEACHING IN NON-LINGUISTIC HIGHER EDUCATIONAL ESTABLISHMENTS

The article outlines the main active and interactive methods used in the process of learning a foreign language in non-linguistic higher education institutions. It is considered the main approaches to the problems of formation of communication skills and abilities in a foreign language. The competencies that are successfully used in the process of implementing methods of the communicative system-activity approach to learning, problem-based learning methods, game technologies, and learning in an electronic information and educational environment are specified. Keywords: active method, systematic and practical active learning methods, interactive method, problem-based learning, electronic information and educational environment.

Does problem-based learning facilitate enactment of learner agency in undergraduate dental curricula? A Q study.

Addressing a literature gap on leaner agency in health profession education, this study explores students' perceptions on which aspects of a problem-based learning (PBL) environment cradle their leaner agency enactment. Thirty-eight students from a newly established undergraduate dental medicine programme in Qatar participated in the study. Q methodology was adopted to collect and analyse data both qualitatively and quantitatively. A 40-statement Q-set was established based on a proposed conceptual framework of learner agency in PBL, including three dimensions-intrapersonal, behavioural and environmental. Q methodological factor analysis identified four significantly different student viewpoints, which underscored participants' enactment of learner agency addressing the intrapersonal, behavioural and environmental dimensions of the conceptual framework. Despite differences in opinion regarding sources of learner agency, the four student viewpoints unanimously underscore the importance of PBL facilitators' expertise to nurture and develop agency amongst undergraduate students. Post-sorting qualitative data further confirmed the quantitative analysis. Time constraints and workload were identified as the main challenges by the participants. This study explored enactment of learner agency as perceived by undergraduate dental students in a PBL curriculum. The findings of this study provide new insights into participants' subjective understanding of learner agency in a PBL curriculum in dentistry. Structured support is needed for students having no prior PBL experiences to develop their learner agency at both intrapersonal and behavioural (self-regulated learning) dimensions, and to ensure they interact with their learning environment proactively.

Living-Learning Communities in the First-year Engineering Experience

This exploratory study investigates the design and impacts of a curated Living-Learning Community (LLC) piloted at a large student residence for a large (1000+ student) first-year engineering design course. Alongside the live-in Faculty-in-Residence (FiR), the research includes surveying first-year engineering students participating in this program and understanding the impacts on the lived student experience, and student motivation. The first-year engineering design, teamwork, and communication course is central to engineering education at this large institution. The course offers opportunities for students to work in multidisciplinary teams, applying term knowledge to authentic engineering applications, in a problem-based learning environment. The goal of the LLC is to create opportunities for interaction and scaffolded connection between like-minded students taking similar courses and inspire learning within the students living environment; an entire floor of the Residence is assigned to be an LLC for the 2022 academic year, with support from the Don, ResLife Office, and the Faculty-in-Residence (an engineering faculty member). The purpose of this study is to observe and report on the student experience throughout the duration of the course. We aim to learn how participating in the Living-Learning community can affect the perception of confidence in students’ learning of course concepts, and inter-team relations. In order to do so, students will be surveyed at multiple check points throughout the semester. Furthermore, additional relevant information will be gathered from the Living-Learning Community Don, teaching assistants, and the course instructors. The outcome of this analysis has the potential to educate us on the positive and negative connotations that come along with close-quarters learning. The applications of the results found with this study can be vast, from influencing future residence programs and the first-year engineering education experience. This study focuses on the student’s perception of their experience. Understanding how the perception of manageability of workload [1] can affect student mental health leads the curiosity of how close-quarters learning can affect the student experience, to what degree, and how this understanding can help influence future programming. A positive experience that improves student confidence of understanding and course material has the potential to positively improve mental health and engagement in education; we hope that this research brings together the academic and lived-experiences of students through this work.

Development of professional identity among dental students - A qualitative study.

The study explored dental students' perception of their professional identity (PI) development at a newly established dental college with a problem-based learning (PBL) curriculum. Qualitative methods based on focus groups were used for data collection. The conceptual framework of the study was informed by a subject-centered sociocultural approach to PI development. Purposive sampling was used to collect data from five focus groups of undergraduate dental students to gain a deeper understanding of their PI development in a PBL environment. Out of a total of 38 dental students in years 2 and 3, 34 students (89.47%) participated in the focus groups. A theory-driven thematic analysis was used to dissect the views and experiences of the participants to explore factors contributing to PI development in the early years of the program. At an individual level, PBL was seen to be appropriate for PI development. However, some participants placed more emphasis on practical training in operative dental skills. Relational sources especially role modeling by the PBL facilitators and faculty staff were identified as a key factor to nurture PI development. Mixed views were observed on the value of PBL to enhance team-working skills. The participants also identified challenges of PBL and provided recommendations on further improvements to enhance the learning experiences of the students. This study provided useful insights into a PBL curriculum at a newly established dental institution. The findings underscore the value of PBL in developing PI and also highlight the challenges of implementing PBL in a socio-cultural context and pedagogical implications for further program improvement.

Developing and Evaluating Simplified Tools for Image Processing in a Problem-Based Learning Environment for Earth Observation

Earth observation is an interdisciplinary field of application. This makes it ideal for supporting natural science education in schools. Understanding satellite data can enable students to see more than just “beautiful images”. They can gain insights into an exciting field of application of many natural- and computer science fundamentals. In recent years, interactive lessons have been produced by our working group. They address the prospects and challenges connected with the teaching of earth observation topics in schools. The principles upon which the lessons are built promote a problem-based style of learning combined with a low impact in extraneous cognitive load for the students. Advances in web technology have made it necessary for interactive lessons to be redesigned and rethought. Contemporary web technologies have been selected and combined into an application framework to fulfill the requirements of our design principles and put a greater emphasis on usability during the content creation process. To allow offline usage of the learning modules it was tested whether this can be achieved using strictly client-side image processing. This article shows that, based on the technology stack used, lessons can be created that enable pupils to analyze remote sensing data in a much-simplified way. Using those simplified methods, a classification with an overall accuracy of 78.66% was achieved. The comparison of another simplified classification using just threshold values resulted in up to 89% probability to predict the outcome of a professionally produced dataset, making the simplified methods applicable in real-world examples presented in problem-based teaching scenarios.

Cooperative problem-based learning experience and coaching strategies of engineering course

<span lang="EN-US">The problem-based learning (PBL) methodologies are considered adequate for core engineering courses. The integration between cooperative learning and PBL methodologies establishes an encouraging environment for the students. However, for effective implementation of cooperative problem-based learning (CPBL) environment, close supervision of students’ experiences is vital, and deficient areas are to be improved, as PBL is a dynamic process. A study was conducted for the first-year undergraduate engineering class taught under the PBL environment. The objective was to evaluate the course by the preview of students, for highlighting weak domains in the teaching methodology for future improvements. A course experience questionnaire was designed considering PBL implications, with 35 question items, and 31 responses were collected by the end of the semester. Three different analyses were performed on the collected data, i.e., descriptive statistics and Cronbach’s alpha, Student's t-test, and Pearson Chi-square test. The achieved results supported the effective adoption of the PBL system by the students. However, few areas were highlighted requiring special consideration, such as PBL workload, pressure due to extra course content, and assessment opportunities under the PBL system. It was proved that maximum students considered PBL methodologies convenient and effective for learning than the traditional learning approach.</span>

Development of self-regulation amongst dental students in problem-based learning curricula: A qualitative study.

To explore the value of problem-based learning in the development of self-regulation amongst undergraduate dental students. A qualitative approach using focus groups was used to explore the perceptions and experiences of the participants regarding the role of problem-based learning (PBL) in promoting self-regulation in undergraduate dental education. The study was carried out at a newly established dental institution in Qatar. Purposive sampling technique was used to recruit the participants. Invitations to potential participants were sent by e-mail through appropriate professional channels. All focus groups were transcribed verbatim, and data were imported into NVivo 12 and analysed thematically. A total of five focus groups were conducted with 37 participants which included 27 females and seven males from two different cohorts. Participants expressed their views on a range of issues related to the self-regulation in problem-based learning and also provided recommendations to enhance the learning experiences of students. PBL was perceived to be an appropriate and effective strategy to support student autonomy in construction of knowledge and developing problem-solving and interpersonal skills. However, the workload of the students can impact adversely on their motivation and time management skills. This study provides useful insights into the concept of self-regulation in problem-based learning environments as perceived by the stakeholders at a newly established dental institution. The findings of this study may offer clarity on how problem-based learning can be best utilised to promote self-regulation in undergraduate dental education.

Third Gender from Islamic Law and its Impacts towards Muslim Culture in Malaysia

Modern pedagogy needs to prepare an innovative type of students than those fostered all the way through. Technology Scaffolding in Problem-based Learning (PBL) environment is a learner-centred approach that has the potential to foster student’s independent study through effective communication, collaboration, and student student-teacher interaction. These instructional activities can reorganize the conventional learning approach, enhance the leaning experience and entire learning process. Hence, The importance of intergrating scaffolding strategies to facilitate PBL for effective instruction in a diverse field of education cannot be overemphersized. This review highlihgts the benefits available through the utilization of technology-based scaffolding in PBL that could benefit vocational education. The review employed a systematic search of relevant databases including Scopus, Web of Science, ScienceDirect and others. Twenty two (22) full articles that met the inclusion criteria were selected and analyzed. The analysis showed that PBL with online scaffolding enhances positive students experience, promotes effective collaboration, facilitates learning, and ease in dealing with communication of new ideas in a learning setting. additional findings showed that if question prompts in PBL is provided in a complicated or difficult manner, they could hinder rather than promote learning.

Implementation of Instructional Scaffolding through Online to Support Problem-based Learning in Education - A Scoping Review

Modern pedagogy needs to prepare an innovative type of students than those fostered all the way through. Technology Scaffolding in Problem-based Learning (PBL) environment is a learner-centred approach that has the potential to foster student’s independent study through effective communication, collaboration, and student student-teacher interaction. These instructional activities can reorganize the conventional learning approach, enhance the leaning experience and entire learning process. Hence, The importance of intergrating scaffolding strategies to facilitate PBL for effective instruction in a diverse field of education cannot be overemphersized. This review highlihgts the benefits available through the utilization of technology-based scaffolding in PBL that could benefit vocational education. The review employed a systematic search of relevant databases including Scopus, Web of Science, ScienceDirect and others. Twenty two (22) full articles that met the inclusion criteria were selected and analyzed. The analysis showed that PBL with online scaffolding enhances positive students experience, promotes effective collaboration, facilitates learning, and ease in dealing with communication of new ideas in a learning setting. additional findings showed that if question prompts in PBL is provided in a complicated or difficult manner, they could hinder rather than promote learning.

Learning with a digital escape room game: before or after instruction?

In this study, we investigated whether playing an escape room game after explicit instruction (instruction-first group, N = 20) is more effective to learn about copyright and media law than playing the game before explicit instruction (problem-solving-first group, N = 21). This is an important question as escape room games are complex, problem-based learning environments that can overwhelm learners and thus hinder the acquisition of knowledge and skills. According to cognitive load theory, preparing learners with explicit instruction before problem-solving activities can overcome this problem leading to better learning. However, in the productive failure paradigm problem-solving before explicit instruction is seen as more effective, especially when it comes to the application of newly acquired knowledge to solve novel problems. Based on these two theories, we conducted an experiment and found that playing the developed digital escape room game after explicit instruction was more effective for knowledge retention and domain-specific self-efficacy with at the same time lower cognitive load. However, we found no differences regarding the application of knowledge as both groups scored equally high on transfer tasks. The result is discussed considering previous productive failure studies mostly conducted in the science and engineering domain. In sum, the instruction first approach proved to be effective for both knowledge acquisition and knowledge application, leading to higher domain-specific self-efficacy and lower cognitive load. Therefore, we conclude that the implementation of escape room games after instruction is an effective instructional approach and better suited to promote learning than playing escape room games before instruction.

The Relationship Between Social Presence and Learning Satisfaction in Videoconferencing Problem‐Based Learning

Despite current regulations requiring social distancing due to coronavirus disease 2019, problem-based learning (PBL) requires student interaction to achieve common goals and enhance critical thinking and deep learning abilities. Social presence in the online education environment reduces both perceptions of physical distance and psychological distance in interactions. This study aimed to compare PBL activities between in-person and videoconferencing classes, and to investigate social presence and learning satisfaction in a videoconferencing PBL environment. The PBL consisted of six modules for both the first and second years of Chonnam National University Medical School. As social distancing was strengthened, the second class of the fifth module in both years was converted to an online format and the fifth module was excluded. The first four PBL modules were conducted as in-person classes, but the last PBL module was administered via videoconferencing. After the final PBL module, 100 (81.3%) first-year medical students and 90 (79.6%) second-year students were asked to complete a self-administered questionnaire on social presence and learning satisfaction. There were no significant differences in the small group activities of tutorial sessions between in-person and videoconferencing classes. In the online videoconferencing class, students who had favorable attitudes toward the tutors’ social role and interactions with peers showed high satisfaction with their learning. In conclusion, online videoconferencing allows students to simultaneously perceive their interactions with others and social presence, even at a distance. Tutors can enhance a sense of online community and collaborative learning as facilitators of online PBL.

The Effect of Numerical Literacy Activities in Problem Based Learning Environment toward Mathematical Reasoning Ability of Elementary School Students

21st-century competence demands that students can reason according to current conditions that are relevant and accurate. Still, learning in the classroom uses a learning model that often does not support students’ reasoning. This study aims for differences in students’ mathematical reasoning abilities after being taught using an integrated problem-based learning model of numeracy literacy activities with students’ mathematical reasoning abilities using a problem-based learning model. This type of research is quasi-experimental design. The population is all grade IV elementary school students, Takalar. The sampling technique is cluster random sampling. The instrument uses a reasoning test. The results showed a difference in mathematical reasoning ability between students taught with an integrated problem-based learning model of numeracy literacy activities and students trained with problem-based learning. Teachers can improve students’ reasoning power by using a problem-based learning model integrated with numeracy literacy activities Keywords: Problem-based learning, numeracy literacy, reasoning, mathematics Abstrak: Kompetensi abad 21 menuntut siswa dapat bernalar sesuai dengan kondisi saat ini yang relevan dan akurat. Namun pembelajaran di kelas menggunakan model pembelajaran yang seringkali kurang mendukung penalaran siswa. Penelitian ini bertujuan untuk mengetahui perbedaan kemampuan penalaran matematis siswa setelah diajar menggunakan model pembelajaran terintegrasi aktivitas literasi berhitung dengan kemampuan penalaran matematis siswa menggunakan model pembelajaran berbasis masalah. Jenis penelitian ini adalah quasi-experimental design. Populasinya adalah seluruh siswa kelas IV SD Negeri, Takalar. Teknik pengambilan sampel adalah cluster random sampling. Instrumen yang digunakan adalah tes penalaran. Hasil penelitian menunjukkan adanya perbedaan kemampuan penalaran matematis antara siswa yang diajar dengan model pembelajaran berbasis masalah terpadu kegiatan literasi berhitung dan siswa yang dilatih dengan pembelajaran berbasis masalah. Guru dapat meningkatkan daya nalar siswa dengan menggunakan model pembelajaran berbasis masalah yang terintegrasi dengan kegiatan literasi berhitung. Kata kunci: Problem-based learning, literasi numerik, penalaran, matematika DOI: http://dx.doi.org/10.23960/jpmipa/v23i3.pp984-994

Exploring the role of scaffolds in problem-based learning (PBL) in an undergraduate chemistry laboratory

The need for shifting the expository laboratory instruction style to inquiry-based approaches is widely acknowledged. Problem-based learning (PBL), one of the inquiry-based approaches, advocates students’ self-directed learning. The literature indicates that scaffolding students’ independent learning is necessary for a PBL environment. In our study, we provided scaffolds such as a precursor task, reading material, and structured group discussion to facilitate the planning of a PBL task on indigo dyeing wastewater treatment. In this paper, we describe how these three scaffolds integrated within the PBL style contributed to students’ learning as per the stages of Kolb's Experiential Learning Cycle (ELC). We analyzed the level of the abstract conceptualization stage of ELC through students’ experimental designs (EDs) of the PBL task. The results of the qualitative analysis of the scaffolded and un-scaffolded groups suggest that scaffolded students’ experimental design scores are higher. The qualitative results indicate that the structured group discussion influences the EDs planned by students more than the precursor task and the reading material. All three scaffolds help in the reflective learning and planning of executable EDs for a PBL task. The study indicates that students transitioning into the inquiry laboratory benefit from the inclusion of scaffolding.

Exploring the Viability of Online Problem-Based Learning Through the Lens of Students and Teachers

This study aimed at exploring the perceptions of students and teachers regarding the viability of the online problem-based learning (PBL) approach. The study also aimed to report the perceived merits and demerits of online PBL and offer suggestions to improve it further. To achieve these objectives, a qualitative exploratory study was conducted at the College of Medicine, The University of Lahore from July 2020 to November 2020. Employing purposive sampling, 12 students and 11 teachers were recruited, with experience in both online and face-to-face PBL. The perceived merits and demerits of online PBL were inquired in focus group discussions. Moreover, suggestions to improve the online PBL environment were elicited from both stakeholders. The data was recorded, and then inductively coded and thematically analysed using Atlis.ti software. Students displayed active participation, improved learning and self-regulation during online PBL. The participants valued online PBL as a resourceful, convenient and flexible learning strategy. Some demerits of online PBL were also reported, including student passivity, low motivation and poor concentration, which were mainly attributed to the lack of physical presence. Suggestions to improve the online PBL environment included virtual use of simulation patients and infographics, faculty development, student orientation and technical support. We conclude that online PBL can be used as an effective strategic alternative to face-to-face modality. However, certain challenges exist in online PBL that can jeopardise students’ learning processes. Efforts need to be made to fully capture the essence of the online PBL environment.

Information-Wise

At Maastricht University (UM), the importance of information literacy (IL) is widely recognised – students require structured support in dealing independently with (academic) information, and encouragement to develop creative and critical approaches when faced with complex questions and sources. IL is especially significant in a problem-based learning (PBL) environment such as that offered by UM, which advocates a constructive, contextual, collaborative, and self-directed approach toward learning and knowledge creation. The project Information-Wise launched in February 2019 and resulted in an evidence-informed IL programme for bachelor students. The ADDIE model (analysis, design, development, implementation, evaluation) was adopted to organise the development process of the programme. The analysis phase was conducted by gathering qualitative and quantitative evidence. Two literature reviews and a university-wide survey with responses from over 600 bachelor students and about 100 staff teachers resulted in recommendations for an IL programme at UM. The design phase consisted of the development of an IL framework that embraces the PBL vision of UM. The framework consists of four dimensions: 1) Resource Discovery, 2) Critical Assessment, 3) Organising Information, 4) Creation & Communication. In order to translate the conceptual research outcomes and framework dimensions into educational practices, the project team created a developmental rubric with intended learning outcomes (ILOs). In the development phase, a five-step piloting approach was used to design teaching activities and assessments that support students in achieving these rubric ILOs. The constructive alignment approach helped to align these activities with the content of the subject courses in which these pilots took place. Part of the IL programme is an online curriculum consisting of generic and discipline-specific online modules. For the implementation phase, this report presents Do’s, Don’ts, and Don’t knows, which outline the future integration of the IL programme into faculty curricula. The evaluation phase still has to be done.