Problem-based Learning Project Research Articles

Problem-based learning: student perceptions of its value in developing professional skills for engineering practice

ABSTRACTThis study explores students’ perceptions of the effectiveness of a Problem-Based Learning (PBL) design project, taken as part of a first-year engineering module, in developing professional skills needed for engineering practice. Students completed surveys before and after the PBL group project, and produced personal reflections on the process. The closed survey questions were analysed quantitatively and the main themes from the reflections outlined using General Inductive Analysis. Students rated themselves as having improved across a range of professional skills as a result of the project, with particular emphasis on teamwork, communication skills, understanding of the design process and self-directed learning. In addition, they highlighted improved confidence, as well as new friendships they developed, an important element of a module like this as they transition from secondary to higher education. They were particularly positive about the scaffolded approach taken within the PBL project in terms of its contribution to their learning.

Competency Assessment in Problem-Based Learning Projects of Information Technologies Students

The rapid development of new technologies requires a new set of skills from all users in operating, using, and maintaining digitised environments. Curriculum design in the field of Information and Communication Technologies (ICT) undergoes a rapid change as technological achievements do influence education. The aim of the article was to present research results on the mappings of learning outcomes to taxonomies to evolve from requirement-based assessment to competency-based assessment. The research was carried out on the problem-based learning (PBL) module. The article presents a novel PBL model design with activities and evaluation schema. The developed model could be used to guide the curricula design of information technologies for generic competencies, and to foster skills essential for the future ICT sector.

On Competition-driven Teaching of Multidisciplinary Engineering Education: Implementation cases at University of Stavanger

This article will reflect the experience gained on problem-based learning (PBL) projects implemented in the last six years at University of Stavanger (UiS). The PBL projects were implemented by establishing two ”student-driven” student organizations, ION Racing and UiS Subsea, that design and construct Formula 1 style single seat racecar and underwater robot respectively. The student organizations simulate an engineering company that receives order from a client and deliver the product according to the customer specifications. The fundamental objective of the projects is to stimulate the learning process in the engineering profession in a multidisciplinary environment, gain knowledge within science and engineering, and develop skills in use of advanced tools and techniques. The article highlights the student competition environment briefly and presents the result of a survey conducted on students currently participating in the PBL project. The survey result clearly indicates that the students’ preference for learning is on project work in a team and hands-on exercises including laboratory works.

Validating a problem-based learning process assessment tool in a Nepalese medical school

Introductions: The newly established Patan Academy of Health Sciences (PAHS) has incorporated the measurement of non-cognitive skills and behaviors into the summative assessment in the setting of problem based learning (PBL). This study was conducted to validate a PBL process assessment tool for PAHS. 
 Methods: A list of 72 items of student behaviors observable in PBL tutorials was compiled from literature review. They were categorized under ten broad dimensions consistent with predefined PAHS Graduate Attributes. A series of PBL project committee meetings and expert inputs refined the list of 72 items to 47 and categorized them under eight dimensions. These 47 items, each with a 4-point rating scale, formed the Tutor Assessment of Student Tool (TAS-Tool). Twenty-four trained faculty members used the TAS-Tool to evaluate the performance of 41 senior high school students in PBL tutorials. 
 Results: The internal-consistency of the TAS-Tool was very high (Cronbach’s α = 0.954). Removal of two inconsistent items further increased it to 0.975. Principal components analysis with varimax rotation applied to the remaining 45 items gave seven components and explained 69.47% of the variation between the components. These seven components (% variation) were: Immersed in the Tutorial Process (20.16%); Professional (12.71%); Communicator and Team Leader (11.25%); Critical Thinker (8.77%); Reflector (6.22%); Creative (5.95%), and Sensitive (4.41%). 
 Conclusions: TAS-Tool was found to be reliable and valid instrument deemed applicable in formative PBL process assessment at PAHS starting with the pioneer cohort of medical students. Further validation of TAS-Tool through longitudinal study with PAHS students is required for summative purpose.

Validating a Problem-Based Learning Process Assessment Tool in a Nepalese Medical School

Introduction: The newly established Patan Academy of Health Sciences (PAHS) has incorporated measurement of non-cognitive skills and behaviours into the summative assessment in the setting of problem based learning (PBL). This study aims to validate a PBL process assessment tool for PAHS. Methods: A list of 72 items of student behaviours observable in PBL tutorials was compiled from literature review. They were categorized under ten broad dimensions consistent with predefined PAHS Graduate Attributes. A series of PBL project committee meetings and expert inputs refined the list of 72 items to 47 and categorized them under eight dimensions. These 47 items, each with a 4-point rating scale, formed the Tutor Assessment of Student Tool (TAS-Tool). Twenty-four trained faculty members used the TAS-Tool to evaluate the performance of 41 senior high school students in PBL tutorials. Results: The internal-consistency of the TAS-Tool was very high (Cronbach’s α = 0.954). Removal of two inconsistent items further increased it to 0.975. Principal components analysis with varimax rotation applied to the remaining 45 items gave seven components and explained 69.47% of the variation between the components. These seven components (% variation) were: Immersed in the Tutorial Process (20.16%); Professional (12.71%); Communicator and Team Leader (11.25%); Critical Thinker (8.77%); Reflector (6.22%); Creative (5.95%), and Sensitive (4.41%). Conclusion: TAS-Tool was found to be a reliable and valid instrument and applicable in formative PBL process assessment at PAHS starting with the pioneer cohort of medical students. Further validation of TAS-Tool through longitudinal study with PAHS students is required for summative purpose.

Project-based cooperative learning to enhance competence while teaching engineering modules

This paper focuses on teaching control systems to engineering students through a blending of traditional lectures; student-focused problem-based self-directed learning projects and student presentations. Engineering field constantly evolves and thus teaching a module to engineering students should involve current state-of-the-art research trends. The work presented in this paper revolves around three miniprojects, each project on a different aspect of control engineering and to be completed within 2 weeks each. The aim of these problem-based self-directed learning miniprojects is to get acquainted with the practical aspects of the theoretical learning that has been undertaken within the lectures, something that UK Standard for Professional Engineering Competence focuses on. After completion of the miniproject, the students present their work/discuss results as a PowerPoint presentation lasting 15 min and address queries from peers (compulsory) and tutor, thus promoting lifelong learning along with class participation and peer assessment. These projects also help the student to keep alight with the practical aspects of the current professional practices in industry. The inclusion of the blended approach has improved the student's reading beyond the course requirements, has encouraged them towards deeper learning and also improved both their theoretical as well as practical aspects in engineering education.

Project-based Cooperative Learning to Enhance Competence while Teaching Engineering Modules

This paper focuses on teaching control systems to engineering students through a blending of traditional lectures; student-focused problem-based self-directed learning projects and student presentations. Engineering field constantly evolves and thus teaching a module to engineering students should involve current state-of-the-art research trends. The work presented in this paper revolves around three miniprojects, each project on a different aspect of control engineering and to be completed within 2 weeks each. The aim of these problem-based self-directed learning miniprojects is to get acquainted with the practical aspects of the theoretical learning that has been undertaken within the lectures, something that UK Standard for Professional Engineering Competence focuses on. After completion of the miniproject, the students present their work/discuss results as a PowerPoint presentation lasting 15 min and address queries from peers (compulsory) and tutor, thus promoting lifelong learning along with class participation and peer assessment. These projects also help the student to keep alight with the practical aspects of the current professional practices in industry. The inclusion of the blended approach has improved the student's reading beyond the course requirements, has encouraged them towards deeper learning and also improved both their theoretical as well as practical aspects in engineering education.

Promoting Quantitative Literacy in an Online College Algebra Course

This article reports on a US-based study that examined a traditional, lecture-based college algebra section versus an online, quantitative literacy focused section; the latter included weekly news discussions as well as problem-based learning projects requiring data analysis. College algebra fulfills the quantitative literacy requirement of many colleges' general education programs and is a terminal course for most who take it. An online problem-based learning environment provides a unique means of engaging students in quantitative discussions and research.

Analysis of an Interactive Technology Supported Problem-Based Learning STEM Project Using Selected Learning Sciences Interest Areas (SLSIA)

This paper reports an analysis of an interactive technology-supported, problem-based learning (PBL) project in science, technology, engineering and mathematics (STEM) from a Learning Sciences perspective using the Selected Learning Sciences Interest Areas (SLSIA). The SLSIA was adapted from the “What kinds of topics do ISLS [International Society of the Learning Sciences] members study”? (ISLS, n.d.). The SLSIA is applied to analyze a case study, the interactive technology supported PBL simulation in water quality project the River of Life. This analysis using the SLSIA provides STEM education stakeholders with a reflective framework in designing interactive technology supported environments for PBL in STEM, and a platform for initiating thoughtful discussions on research and development efforts.

A Multidisciplinary PBL Robot Control Project in Automation and Electronic Engineering

This paper presents a multidisciplinary problem-based learning (PBL) project consisting of the development of a robot arm prototype and the implementation of its control system. The project is carried out as part of Industrial Informatics (II), a compulsory third-year course in the Automation and Electronic Engineering (AEE) degree program at the School of Engineering at Universitat Politecnica de Valencia, Valencia, Spain. The robot arm is a low-cost prototype, initially controlled with a joystick. The aim of the project is, first, to design and implement a full control system for the robot, including the necessary circuitry for microcomputer (ARM Cortex)-based control and, second, to pit the designed robot in competition against other students' robots. Incorporation of multidisciplinary PBL required changes in the organization of the course, which features various learning activities and their continuous evaluation; it also required knowledge of five other courses in the AEE program. PBL methodology is compared to a traditional method; the results obtained proved highly satisfactory. Moreover, the PBL robotic experience was highly rated by some 900 students.

Interprofessional problem-based learning project outcomes between prelicensure baccalaureate of science in nursing and doctor of pharmacy programs.

Persistently high medical error rates, caregiver dissatisfaction, and compromised patient safety often result from poorly coordinated, increasingly complex health care. Barriers to interprofessional health professions education persist despite the urgent calls for improved quality and safety. Investigators explored the effects of a problem-based learning (PBL) strategy between prelicensure doctorate of pharmacy (PharmD) and baccalaureate nursing (BSN) students. A descriptive design was used to compare the learning gains and satisfaction with a PBL hybrid approach for BSN and PharmD prelicensure student groups over three academic terms. Consistent with earlier works, content-based learning gains and student satisfaction were not significantly different between groups. Narrative data provide insight into perceived benefits, barriers, and perspectives of participating students and facilitators. Attributes of this pedagogical approach provide opportunity for prelicensure students to explore professional interdependence while adequately mastering fact-based content.

Combining Problem Based Learning and Activism in a Feminist Classroom

Scholar-activists share a desire to expose students to research on societal injustices and to activism working to address injustices. Many of us were drawn to our disciplines because we desire to have our feet in both camps: studying and active engagement in changing society. As a sociologist who also teaches in a women's studies program, I encourage students to critically reflect on role of gender within social institutions and how activists work to create change in those contexts. Popular texts for introductory course support this endeavor by exploring feminism as a response to structural inequality and incorporating activism in 'story' of feminist analyses. Nevertheless, I have found that frequently students are inspired by these discussions yet feel stunted in their own ability to move from analysis to action. Being lulled into debilitating mind-traps of perceiving a world inundated with problems where we lack power to envision solutions and create positive social change is a dangerous place that I argue can be addressed by adopting problem-based learning approach with an activist component. In this article I reflect on incorporation of what I call a Group Action Project which is based on PBL approach in an undergraduate introductory women's studies course. This combination of collaborative learning and activism was used to facilitate study of gender inequality on campus and to inspire class to address problem through activism.I begin with a review of literature regarding pedagogical approaches including feminist, experiential and problem-based learning to develop a framework for examining project we undertook in this course. I provide context and description of project students in class were involved in, a study of sexual harassment, including written responses about their involvement in project. Responses from students reveal that this project left them feeling empowered, in part because it gave them primary responsibility for what was learned and how, while additional activist component contributed deeply to their overall sense of efficacy and understanding of social problem and our campus. Finally, I conclude with considerations for instructors contemplating adopting this type of problem-based learning project in their class.PEDAGOGICAL APPROACHESLearning can be liberating and completely transformative, but how can we create conditions for this growth in classroom? Many wish to embrace a critical pedagogical approach inspired by notion that classroom can be the most radical space of possibility in academy (hooks 1994, 5; see also Freire 1970; Kenway and Modra 1992; Luke and Gore 1992). This method recognizes that students and instructors learning together and from each other fosters solidarity and collective levels of reflection and has potential to create a space for developing political consciousness (Crawley, Willman, Clark, and Walsh 2009; Stem 1994; Larson 2005; Markowitz 2005; Weiler 1995; Hoffman and Stake1998; Chick and Hassel 2009). Feminist pedagogy is teaching that engages students in political discussion of gender injustice with goal of seeking to understand and challenge oppressive power (Fisher 2001 quoted in Naples 2002: 15-6). Moreover, it seeks to decenter role of professor while elevating experiences and ability of all of participants as co-creators of knowledge (Stake 2006; Maher and Tetrault 2001; Chick and Hassel 2009, Champeau and Shaw 2001).Feminist teachers recognize that students enter classroom with knowledge and a body of experience, influenced largely by each person's standpoint (Collins 1990; Mohanty 1995). Students are typically encouraged to reflect on gender relations in their own lives and communities and recognize how their social location could affect their awareness and subsequent understanding of a social problem. …

Problem-Based Learning and Information Literacy: A Natural Partnership

Due to student overreliance on search engines and the time constraints of one-shot instruction sessions, librarians struggle to teach many of the information literacy skills that students need to conduct successful research. Problem-based learning (PBL) provides a way to integrate information literacy naturally into an assignment or course by guiding students through the research process as they work to find a solution to a problem. This article first explains the PBL process, then describes the design and implementation of a PBL project in a required first-year general education course. Finally, it details the Association of College & Research Libraries’ (ACRL) Information Literacy Competency Standards for Higher Education addressed by the project, as well as possible future modifications.

Problem-Based Learning Activities in Second Life

Problem Based Learning (PBL) that is important for engineering education and has been a tool for creative engineering design can enhance creativity and has been used to successfully carry out many experiments in the real world. Researchers in the US and Japan (the authors) are pursuing studies about its use in a virtual environment, one with cutting-edge technology and opportunities for complementary activities between face to face learning and electronic learning. Here students can work from anywhere in the world, at any time, and with their own pace. Student teams from the US and Japan have already carried out several problem-based learning projects in Second Life (SL). The US teams’ successful projects are presented and compared.

PENERAPAN MODEL DISCOVERYLEARNINGMETODE INQUIRYSEBAGAI UPAYA PENINGKATAN PRESTASI BELAJAR EKONOMI DI MA AL-MUJADDADIYYAH MADIUN

<p>The teacher as the main implementer of learning to understand and master the application of learning models , make changes and to develop teaching skills . Teachers need to pay attention to the model of learning , because learning model is key to ensuring the learning process in the classroom .</p><p>There are three models of learning are applied to the curriculum in 2013 , namely the Discovery Learning model of learning , problem-based learning model and project -based learning model . The learning model discovery learning stimulation / arousal , statement / problem identification , data collection , data processing , verification / evidence and draw conclusions / generalizations .<br /> By applying the method of Discovery Learning , students actively seek and cultivate their own information content of higher mental processes or more banyak.siswa will be active in the learning process because one of the friends group is more aware of the material can explain the material to friends who are not informed about .</p><p>This research is Classroom Action Research Discovery Learning models by applying the inquiry method . The subjects in this study were students of class XI MA Al - Mujaddadiyyah Madison school year 2013/2014 . The data was collected using the observation sheet to assess learning ability and questionnaire to the data sheet student interest . Analysis of data for learning and student interest using descriptive qualitative analysis , quantitative data by calculating the percentage of first cycle and second cycle .</p>The results showed that the use of methods can improve the ability of Discovery Learning Study abroad and student interest . Improved learning ability of students can be seen from the increasing number of students who are active in the second cycle , Increasing student achievement can be seen from the increasing student mastery learning and getting better value from each of the aspects which include : discussion of the results of expression , receiving the opinion of the right reasons , concerned about the group , tasks and helping friends .

Problem-Based Learning as an Effective Strategy for Science Teacher Professional Development

The Problem-Based Learning (PBL) Project for Teachers included three days of professional development using PBL to deepen teachers’ content knowledge. Teachers identified the content area in which they wished to work from a list of choices. They worked in facilitated groups of from five to nine participants to solve rich, ill-structured problems. Content knowledge was assessed based on teachers’ written responses to at least one general question and one application question in which they explained some everyday phenomena. Teachers responded to these questions two months before and at the end of the professional development; 80.5 percent of the 41 middle and high school teachers who participated showed improved content knowledge. We also examined the patterns in teachers’ incoming content knowledge and changes in content knowledge. The data indicate that the PBL approach used here was effective in improving the content knowledge of teachers independent of demographic factors and type and degree of incoming content knowledge.

Assessing Teachers’ Science Content Knowledge: A Strategy for Assessing Depth of Understanding

One of the characteristics of effective science teachers is a deep understanding of science concepts. The ability to identify, explain and apply concepts is critical in designing, delivering and assessing instruction. Because some teachers have not completed extensive courses in some areas of science, especially in middle and elementary grades, many professional development programs attempt to strengthen teachers’ content knowledge. Assessing this content knowledge is challenging. Concept inventories are reliable and efficient, but do not reveal depth of knowledge. Interviews and observations are time-consuming. The Problem Based Learning Project for Teachers implemented a strategy that includes pre-post instruments in eight content strands that permits blind coding of responses and comparison across teachers and groups of teachers. The instruments include two types of open-ended questions that assess both general knowledge and the ability to apply Big Ideas related to specific science topics. The coding scheme is useful in revealing patterns in prior knowledge and learning, and identifying ideas that are challenging or not addressed by learning activities. The strengths and limitations of the scoring scheme are identified through comparison of the findings to case studies of four participating teachers from middle and elementary schools. The cases include examples of coded pre- and post-test responses to illustrate some of the themes seen in teacher learning. The findings raise questions for future investigation that can be conducted using analyses of the coded responses.

Current Literature Summary

Evidence-based practice collectively involves research evidence, clinician expertise, and patient preference while making health care decisions. Due to health care reform legislation, there is grea...

Preparing Hispanic Students for the Real World

Student learning is enriched by problem-based service learning (PBSL) projects. For Hispanic students, the learning that takes place in PBSL projects may be even more significant, although the research published in academic journals about client-based projects for Hispanic students is limited. This article begins to advance an understanding of how PBSL projects can enhance the learning of Hispanic students. Data were gathered from 5 business courses and approximately 127 students, predominantly Hispanic, who served as consultants for various business organizations.

An evaluation of implementing problem-based learning scenarios in an immersive virtual world

This paper will describe a project adopting a pedagogical approach that implemented and evaluated a problem-based learning project in an immersive virtual world. The project involved an iterative process of testing scenarios using student feedback to improve upon the scenarios.