Problem-based Learning Class Research Articles

Student peer reviewers' views on teaching innovations and imaginative learning

Various teaching innovations have been proven effective in promoting students' critical thinking, creativity, problem solving and active learning. However, little attention has been paid to the possibility of including students as peer reviewers to evaluate these innovations in light of imaginative learning. This study explored the perspective of senior students who played the role of the student peer reviewer on three teaching innovations, namely writing poetry, composing songs and creating role-plays in problem-based learning (PBL), specifically in relation to imaginative learning. A focus group interview. Ten senior nursing students who had experienced the conventional PBL approach but not the mentioned teaching innovations were invited to participate in reviewing a video recording of a PBL class using the above teaching innovations with a total of 18 junior year students. Five themes were identified using content analysis: (i) motivation to learn, (ii) increased empathy, (iii) information retention, (iv) development of critical thinking and creativity, and (v) drawbacks of teaching innovations. It is suggested that student peer reviewers should be considered, as they can bring an outsider-learner's views on understanding the impacts of teaching innovations on imaginative learning. A call should be made to invite student peer reviewers on teaching and learning approaches, and more effort should be devoted to promoting an understanding of how imaginative learning can be achieved via teaching innovations.

Penerapan Pembelajaran Berbasis Masalah Untuk Meningkatkan Kemampuan Berpikir Kreatif Dan Self-Confidence Siswa SMP

The problem under study is improvement of students' ability to think creatively, a difference of self-confidence of students in problem-based learning class and conventional class, the relationship between creative thinking skills and self-confidence, as well as student activity on the response of problem-based learning. Quantitative analysis using independent sample t-test, Mann-Whitney test, and Pearson correlation test correlation, while the qualitative analysis was done descriptively.Results of the analysis of the data from this study are: 1) Improving the ability of creative thinking of students who get a better problem-based learning than students who received either conventional learning based on the overall analysis as well as by men and women. 2) Self-confidence of students in terms of the analysis of the overall gain problem-based learning is no better than students who received conventional learning, while the review is based male and female, female students who received problem-based learning is better thanmale students who received problem-based learning, as well as in the classroom women studied with conventional learning is better than the class of men who studied with conventional learning, comparing the self-confidence of women in the class of problem-based learning and in-class conventional study found that the self-confidence of women in the class higher problem-based learning. 3) There is a relationship between students' creative thinking skills and self-confidence of students. 4) Activity student responses mathematics learning with problem-based learning to be good means to increase.

Exploration and evaluation of the literature studying and reading route in PBL teaching of the courses of TCM integrated experiments

Objective On the issues of students' lack of representative collection of literature in problem-based learning (PBL) courses of TCM integrated experiments, to try to explore the litera-ture studying and reading route. Method Totally 41 full-time seven-year medical postgraduate of Shanghai University of TCM were randomly divided into two PBL classes, that are class A (n=20) an class B (n=21). Three PBL units were carried out in class A and class B by parallel; the oriented literatures were provided by tutors alternately, and after PBL courses, the appraisal were performed by students and tutors independently, using SPSS 19.0 for data analysis, t test to compare between groups. Results First, the students' assessment indicated that the 75% (15/20) students of Class A and 80.9% (17/21) students of Class B of class gave a good evaluation of the teaching method. Two classes had more than 80% of the students who thought the literature teachers provided was representative and instructive and over 60.0% students of both classes thought that the teaching measures could improve the classroom efficiency and after-school learning efficiency. The tutors' assessment revealed that there were no significantly differences between the quantity of these references in PPT(P>0.05)made by students in A class and B class in PBL unit 2 and unit 3; but an increasing trend did exist after the leading literatures were provided and the discussions among students were focusing and rele-vant and the teaching goal was achieved. Conclusion The route of providing a small amount of oriented literatures by tutor is positive in PBL courses of TCM integrated experiments, while the design of teaching experiment, the specific way of providing oriented literatures, the quantity and quality of literatures, and even the internal connection between them, all needs further optimization. Key words: TCM integrated experiments; Problem-based learning; Literature; Route

대학생의 융복합 능력 함양을 위한 비판적 사고력과 비판적 사고성향의 연관성

본 연구는 대학생의 융복합 능력 함양을 위한 비판적 사고력과 사고성향을 파악하고 관계를 조사하는 연구이다. Park(1999)이 개발한 비판적 사고력과 사고성향 측정도구를 이용하여 2012년 11월 5일부터 2012년 11월 16일까지 자료 수집을 실시하였다. 대학생의 비판적 사고력은 성적과 문제중심학습 수강유무와는 통계적으로 유의한 차이를 보이지 않았지만, 학년별 통계적으로 유의한 차이가 있었으며(4학년이 다른 학년들보다 비판적 사고력이 높다), 비판적 사고 과목과 임상실습 수강 유무에 따라 통계적으로 유의한 차이가 있었다. 대학생의 비판적 사고성향은 어떠한 변수에 따라서도 유의한 차이가 없었다. 또한 대학생의 비판적 사고력과 사고성향의 상관관계를 살펴 본 결과 상관계수는 유의하였으나, 그 값이 너무 작았다. 그러므로 비판적 사고 관련 교육과 평가, 또는 연구 시 두 부분 즉, 비판적 사고력과 사고성향은 분리하여 다루어져야 한다. This study was investigate difference between critical thinking ability and disposition for the development of convergence. Data were collected from Nov. 5th to 16th 2012, using critical thinking instruments. There was no statistically significant difference in critical thinking ability according to scholastic standards and problem-based learning classes but difference according to level of education(senior students were higher than the other grades), clinical practice education and completion of critical thinking subject. There was no statistically significant difference in critical thinking disposition according to anything. Upon examining the correlation between critical thinking ability and disposition, it was significant, although small. Therefore we should separate for evaluation into two parts; critical thinking ability and disposition.

The perception and usefulness of problem based learning among medical students

Background: Problem Based Learning (PBL) has been increasing adopted in medical school worldwide. Problem based learning is an instructional strategy in which learner-centred method is utilised and “problems” are used as the focus of learning in small groups. Problembased learning grounded in cognitive theory and with its origins in medical education, is a useful approach for teaching students how to think critically and solve problems they will encounter. Objectives: To determine the student’s perception and usefulness of problem based learning among the clinical specialties of medical departments of Melaka Manipal Medical College. Methodology: College based cross sectional study was conducted at Melaka Manipal Medical College, Melaka, Malaysia from August to October 2012. Self administered questionnaires were distributed to fial year medical students who had undergone PBL classes in all discipline. Data were analyzed by using SPSS 16 software. To assess perception, fie points Likert scale was used for scoring. Results: There were 220 students participated in this study and majority of the respondents were Malay 84 (38.2%) with mean age of 23 years (SD: 0.88). Most of the students (78.3%) perceived that facilitator motivated them to study during the session, (76.9%) perceived that PBL classes were well plan and structure and (75%) of them perceived that PBL classes helped them to identify the weakness in learning topics and to develop communication skill. Regarding usefulness of PBL classes more than 90% of students stated that PBL classes helped them to develop team collaboration, self-directed learning, and problem solving skill. Study Limitations: This is the cross-sessional study regarding the student’s perception on usefulness of problem based study. It will be better if we can perform intervention study regarding usefulness of the PBL classes. Conclusions: There is strong evidence that students have positive perception on PBL classes and helped them to develop scientifi basis of deep and structured learning. However, there is a need to continually evaluate teaching strategies employed within medical schools to ensure effective learning

Evaluation for Students’ Learning Manner Using Eye Blinking System in Metaverse

For a virtual problem-based learning (PBL) class in Metaverse, an eye blinking system for avatars was introduced. It correlated their eye blinking behavior with an emotional response to various problems that they were asked to discuss on behalf of their users. Three Japanese college students joined the project where they discussed a simple and difficult problem, respectively. Teachers proposed online (mathematical problems) for them. Each session was 10 minutes in length. During the classes, the number of eye blinks was recorded for each student by using special software. After completing the PBL classes, the students answered questionnaires. Then the results were analyzed. All of the results suggested that the difficult question would make students’ feelings unstable and increase the number of eye blinks. Using this system, teachers could analyze students’ responses well to achieve a better outcome of virtual PBL.

Relationship between ARCS (Attention, Relevance, Confidence, and Satisfaction) Learning Motivation Factors and Class Effectiveness Inherent in Problem‐Based Learning Classes

The current study aimed to find the relationship between attention, relevance, confidence, and satisfaction (ARCS) learning motivation and class effectiveness inherent in problem-based learning (PBL) classes designed for dental and nursing students. Seventy-nine participants responded to survey items for motivation and class effectiveness after completion of their classes. The study findings were as follows. First, the differences among the dental**, clinical**, and nursing** PBL classes were identified in terms of class effectiveness (F=3.63, p

Meningkatkan Kemampuan Pengajuan Masalah Serta Penyelesaian Masalah Matematika Melalui Pembelajaran Berbasis Masalah Pada Mahasiswa Jurusan Pendidikan Matematika STKIP “Tapanuli Selatan” Padang Sidempuan

Learning mathematics should be able to improve the abilityand creativity in learning mathematics, especially in solving mathematical problems. To improve theability of anappropriate learning need sand learning mathematical problem submissionis in accordance with the needs of students in facilitating the completion of (solution) of the mathematical problem significantly. To obtain data submission capability math problem students, the research for mulated the problemas follows: (a) How does the ability filing math problems before and after the learning seen from the stage before and during problem solving?,(b) How is the level of complexity of the questions asked of students according to the structure of language and mathematical relationships?, (c) how associations filing capability math problems with the ability of the settlement (solving) the mathematical problem?.To answer this problem conducted experimental research on mathematics semester students majoringin STKIP "Tapanuli Selatan" Padangsidimpuan. Results showed that (a) the ability of the student submission mathematical problemsseen from the stage before and during the settlement of problems inproblem-based learningis quite good, as shown by the large percentage of math questions that can be solved either with new information and without any new information. (b) Differences filing capabilities grade math problems and problem-based learning class conventional learningis significant. (c) the ability filing math problems with the ability of the settlement (solving) the strong association of students of mathematics problems.

Students' and experts' perspectives on three learning and teaching activities

Nursing is a profession that closely related to human life, and nurses are required to demonstrate critical thinking and creativity in providing health care services. However, traditional teaching approaches usually limit students' autonomy and freedom of expressing their thoughts and feelings. In order to develop the corresponding competence of nursing students, I adopted three teaching innovations, namely writing poems, composing songs, and using role plays in a nursing problem-based learning class in a university in Hong Kong. According to students' reflective notes and comments from two international expert reviewers, participating in these activities is a valuable experience and students were able to develop clinical reasoning, empathy, team spirit, motivation to learn, creativity, and ability to summarise and reconstruct knowledge. It is hoped that more innovative learning activities will be implemented, to prepare professional and ethical nurses in the future. It is also hoped that this study could provide other PBL educators some insights in innovative problem-based learning activities.

Nursing problem-based learning activity: Song writing and singing

The function of song is not only to deliver individual's messages, but also to serve as a learning approach to facilitate students' learning. To observe the effectiveness of songs in facilitating students' learning, a Problem-based Learning (PBL) class with twenty students was divided into four groups with five students per group. Each group was asked to write a song based on two given scenarios, to sing the song out loud, and to participate in a follow-up focus group interview afterwards. The four songs reflected the students' understanding of academic knowledge and their perspectives toward the protagonists in the presented scenarios. Two songs are presented in this paper to demonstrate how the approach was carried out in the nursing PBL class. This paper aims to show the implication of song writing and singing in PBL and shed some light on teaching and learning.

User Acceptance Test of Computer-Assisted Problem-Based Learning Assessment Tool (CAPBLAT)

Problem-based Learning (PBL) is an instructional design method that is used by many lecturers to create more efficient and meaningful learning experiences. PBL emphasizes the lecturer in facilitating in collaborative learning. They conventionally play a little role in the formal assessment process. Peer-assessment and self-assessment are the most frequent methods of assessment employed by the lecturers in conducting PBL approach. This paper presents acceptance testing of a computer-based tool for peer-assessment and self-assessment in PBL approach, which called Computer-Assisted Problem-Based Learning Assessment Tool (CAPBLAT). The tool was designed to assist a lecturer in conducting PBL teaching method and assess students learning progress. Two PBL classes participated in the testing of the tool. During the study, questionnaires were administered to students. The results concerning the assessment tool acceptance demonstrate that using CAPBLAT in the PBL assessment process received better acceptance from both the students and lecturers.

Teacher and Student Questions: A Case Study in Malaysian Secondary School Problem-Based Learning

Problem-based learning (PBL) promotes high order questioning and stimulates student thinking, thus playing an important role in preparing students to face real-world challenges. Yet, PBL is an uncommon instructional strategy in Malaysian secondary school science classrooms. Occurrence of questioning in the traditional spoon-feeding classroom is low. Thus, the PBL model adapted from Barrows has been introduced. This article investigates whether PBL is able to promote high order questioning and thinking in the Malaysian science classroom. A PBL class with 1 teacher and 17 students divided into 4 groups was observed, video-and audio-recorded, and the verbatim were analysed. Questions are categorized into high order, low order, eliciting ideas, and evaluating ideas questions. Findings show that the percentage of student questions is 67.9% while for teacher questions is 32.1%. The amount of student questions per hour is relatively high at 8.2 questions per student. Nearly half of the classroom questions are low order questions (47.9%), such as clarification, verification, concept completion, disjunctive, definition, example, quantification, and feature specification questions. High order questions consist of 16.3%, which include causal antecedent, causal consequence, goal orientation, comparison, enablement, and reflective questions. Eliciting ideas questions raised by the teacher cover 8.8% while evaluating ideas questions by students cover 27.1%. This study shows that the PBL environment promotes active learning, student thinking, and questioning in the Malaysian science classroom. However, student and teacher questions should be enhanced to be at higher order level. Several suggestions to extend low order questions into high order questions are discussed in this paper.

Medical students' perception about teaching-learning and academic performance at Nobel Medical College, Biratnagar, Nepal

Background: Effective teaching-learning is an important prerequisite for academic excellence. The study was aimed at determining students’ perception about the effectiveness of teaching-learning methods and improving the academic performance. Methods: This cross-sectional study was carried out among 385 medical students of Nobel Medical College, Biratnagar, Nepal during February and March, 2012. The instrument used was a self-administered pretested questionnaire containing both closed and open ended questions. The questionnaire was distributed among the students and their responses were collected and entered in SPSS 11.5 for windows (Chicago Inc) for analyses. Results: Nearly two third (64%) of the students were male and majority (61%) of the students were from three zones such as Bagmati, Koshi and Janakpur of Nepal. Small group interactive discussions (64%), Problem Based Learning classes (65%) and use of multimedia were found the most effective approaches for improving the academic performance. Burden of multi-subjects (53.5%), lack of seriousness (28%), irregular study habit (17.4%) and fears of examinations (85%) were found the major causes of students’ poor performance in examinations. There were statistically significant association between gender and fortnightly class test as a factor for improving academic performance (p<0.001), use of transparency projector and power point projector as important means of teaching methods (p=0.010, 0.009) and studying many subjects as a reason for poor performance (p=0.030). Conclusion: Multimedia combined with Problem Based Learning and small group interactive discussions were found the most efficient approaches for better academic performance.

Exploration of artistry in nursing teaching activities

By promoting hope and providing care to patients, nurses serve as both artists and professionals in clinical contexts. However, current nursing education mainly emphasises the teaching of medical knowledge and skills. The aim of this study is to explore the perspectives of year one nursing undergraduates on the definitions of artistry and the relationship of artistry with the sciences and nursing care. A qualitative approach with content analysis was adopted in this study. Seventeen students from a nursing problem-based learning (PBL) class participated in three artistic activities, namely composing songs, writing poems, and drawing, and in two rounds of interviews. Content analysis and peer checking was implemented to ensure that the generated results were trustworthy. According to the participants, it is probable that the artistic activities encouraged them to relate the arts to their daily lives. Some participants stated that they would like to show their consideration for patients through the arts. Although there was no consensus among the participants on the relation between artistry and the sciences/nursing, most of the students gained a better understanding of artistry and some were able to link nursing care with artistry. Nursing educators are encouraged to think beyond the boundaries of traditional teaching approaches and nurture their students with the artistry of clinical practice.

The Effectiveness of Problem-based Learning Supported with Computer Simulations on Reasoning Ability

The purpose of this study was to investigate the effectiveness of Problem Based Learning (PBL) supported by interactive computer simulations within the context of “Buoyant Force in liquids and gases” subject on reasoning ability. The study was conducted with a quantitative methodology via non-equivalent groups quasi-experimental design. The sample of 54 students enrolled in two eighth grade classes of a public middle school in Turkey was included in this study. One of these classes was randomly assigned as experimental group and instructed by means of PBL, whereas the other class was assigned as control group and instructed by means of traditionally designed instruction. In order to measure reasoning ability of the students, The Test of Logical Thinking was used as pre- and post- tests in both control and experimental groups. The results of independent t-test showed that the students in PBL classes had significantly higher mean scores on reasoning ability than the students of control group.

Nursing Students' Experiences with Facilitator in Problem-Based Learning Class

Problem-based learning (PBL) is now extensively utilized within contemporary nursing education. This study was done to explore the nursing students' experiences with facilitators in PBL classes as they transitioned from the first package to the fourth package during the entire sophomore year. Twelve nursing students who had taken the course were interviewed after PBL classes. Datawere analyzed using dimensional and comparative analysis based on Strauss and Corbin's grounded theory. Findings were organized into phases of participants' experiences with facilitators during PBL classes. They faced interpersonal relationship challenges with facilitators as they moved through the three phases of the continuum: feeling uneasy, overcoming the uneasiness, and valuing the help of the facilitator. In the beginning, uneasiness resulted from proximity to the facilitator. However, seven strategies were derived to respond to the uneasiness during the continuum: (a) searching for information about the facilitator, (b) making efforts to build a positive impression with the facilitator, (c) wanting facilitation, (d) weighing own experiences with facilitator against others' experiences, (e) following facilitator's guidance, (f) reflecting on facilitation experience, and (g) retaining facilitator's remarks. Participants overcame the uneasiness and accepted the facilitator as an advisor. These results are significant in providing optimal facilitation for students in PBL classes because they are based on the PBL participants' perspectives of facilitation. Further studies related to facilitators' experiences in the PBL are recommended.

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

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

Eco Car Project for Japan Students as a Virtual PBL Class

Problem Based Learning (PBL) is a powerful tool for engineering design education. On the other hand, STEM education at pre-college levels is important, particularly for engineering education, to increase and maintain a nation's industrial competitiveness. In this paper, virtual PBL in Second Life was carried out for third graders (18 year old students) in some national colleges of technology, Japan. At the beginning of the class, teachers proposed an ill-structured problem for students to solve, like one in real life. The problem was “design your own eco-cars through virtual discussion and make them by prim virtually”. Students as avatars discussed the problem in Second Life using microphones. They designed their own eco-cars using pens and tablets and made virtual cars with prims. After the project was completed, they evaluated their work by offline questionnaires and online talks in the virtual world. All of the results were examined from the viewpoints of the effectiveness for engineering design and STEM education.

US Students Carry out Nuclear Safety Project in a Virtual Environment

A project about nuclear safety was carried out through e-learning. It was a problem based learning (PBL) activity that took place in Second Life (SL), an online three-dimensional community. The virtual classroom was built on an island owned by Nagaoka University of Technology, Japan. Three students from a high school near Clarkson University participated in this project. A teacher gave them a short lesson about nuclear energy safety and then proposed the problem. The students understood the contents very well and solved the problem through voice chat interactions in SL. They engaged in active discussions and displayed high interest for the safe use of nuclear energy throughout this successful project. The results clearly indicate that this type of PBL class is possible for actual e-learning about nuclear safety and for engineering education.

Effectiveness of Implementing a Tutor Training Workshop for Problem Based Learning Class Tutors at the Faculty of Medicine, Suez Canal University

Background: The Faculty of Medicine, Suez Canal University was established to become the first Problem- Based Learning school in the Middle East. In a problem-based-learning tutor should know well both the content of the problems and how to facilitate the small-group learning process, A tutor training program needs to be developed that will morph tutors from teachers to facilitators. Aim: The aim of this study was to measure the educational effectiveness of implementing a tutor training workshop at The Faculty of Medicine, Suez Canal University. Methodology: A quasi-experimental, Pre-program/post-program non-equivalent comparison group design was applied in this study. The target population was randomly assigned to intervention and control groups, a total number of 28 tutors in each group. The study passed through three stages: “preparatory’’, “design” and “implementation and evaluation” stages. The data was collected by: needs assessment questionnaire, tutors self-satisfaction questionnaire, student satisfaction questionnaire administered before and after the implementation, questionnaire to assess tutors’ and students’ satisfaction with tutors’ performance. Six steps approach to curriculum development was used as a method for planning and implementing the tutor training workshop. The first three levels of Kirkpatrick’s model of evaluation of educational interventions (reaction, learning, and behavior) were applied in this study to evaluate effectiveness of the workshop. Results: Results showed an overall tutor satisfaction with the training workshop. More than 70% of workshop participants agreed that the workshop furthered their understanding of PBL as educational strategy and their role as tutors. The mean of the pretest was 5.42 and the mean of post-test was 7.1, the results also shows that there was a statically significance difference between the results of the pre-and the post-tests for the workshop at p ≤ 0.05. Results also showed improvement of the intervention group performance. The average score for the overall performance of the tutor was (7.67 ± 1.20) in the intervention group compared with the control group (6.54 ± 2.02). Conclusion: The study concluded that tutor training workshop was effective in improving tutor facilitation skills in the areas of constructive active learning, self- directed learning, collaborative learning, intra-personal behavior as tutor, and increase educational effectiveness of the PBL sessions from students’ point of views. Tutor training workshop enhanced tutor performance in intervention group compared to the control group. The tutor training workshop increases tutors’ self satisfaction with their performance and enhances students’ satisfaction with tutor performance. Tutor training was effective as it incorporated adult learning principles (was relevant and interactive); experiential learning; arose from needs assessments; rewarded participation; encourage active participation; had clear goals and a theoretical framework