Cooperative Problem-based Learning (CPBL): Framework for Integrating Cooperative Learning and Problem-based Learning

Mohd‐Yusof, Khairiyah; Hassan, Syed Ahmad Helmi Syed; Jamaludin, Mohammad Zamry; Harun, Nor Farida

doi:10.1016/j.sbspro.2012.09.649

Cited by 51 publications

(50 citation statements)

References 5 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Those specific learning methods are at least based on constructivism, behaviorism and cognitivist (Ertmer & Newby, 2013;Iversen et al, 2015;Palennari, 2016). It is also supported by the correlation between facts of learning with those three theories (Yusof, Hassan, Jamaludin, & Harun, 2012). Nowadays, with technological developments and social shifts (Thompson, 2011), including a culture of learning in schools (Iversen et al, 2015), it is possible to form a multidisciplinary learning community (Ahmadi & Yulianto, 2017;Lawless & Brown, 2015).…”

Section: Figure 2 Cooperative Of Student Skills On Embryology Coursementioning

confidence: 95%

Implementing of subject jigsaw learning model and its impact on students’ achievement in Embryology course

Haviz

Lufri

2019

JPBI

View full text Add to dashboard Cite

Subject jigsaw has been identified as one of alternative model to teach difficult materials such as embryology. This study aimed to analyze the impact of the subject jigsaw model on students’ achievement. This quasi-experimental study employed post-test only control group design. As many as 84 students from the fifth semester in Biology Department of IAIN Batusangkar were involved as the sample. They were grouped in three classes which were taught using subject jigsaw model, jigsaw model, and conventional (control). The instruments were observation sheet and test. The cooperative skills and student learning outcome data were analyzed using ANOVA and least significance difference (LSD). The results showed that cooperative skills of students, at beginner, intermediate, and advanced levels, who learn with subject jigsaw are higher than those learning with successive Jigsaw of 3.10, 3.21, and 2.99. Furthermore, the students’ learning outcomes, who taught with subject jigsaw were significantly different from other treatments (F = 28.590; p-value < 0.05). Based on the LSD results showed that the students achievement on subject jigsaw model was better than the others. Thus, subject jigsaw model is recommended to implement in embryology course.

show abstract

Section: Figure 2 Cooperative Of Student Skills On Embryology Coursementioning

confidence: 95%

Implementing of subject jigsaw learning model and its impact on students’ achievement in Embryology course

Haviz

Lufri

2019

JPBI

View full text Add to dashboard Cite

show abstract

“…However, more research is required on the use of TPACK framework as guidance for lecturers in delivering and modeling it in their specific lessons. TPACK should be combined with the project-based learning approach (Sumarni, 2013;Yusofa, Hassan, Jamaludin, & Harun, 2012) and with blended learning of face to face and Facebook closed-group discussion methods (Yusofa et al, 2012) in teaching specific lessons so that learners may observe its implementation in the real classroom. In particular, research is scarce in teaching EFL context on the impact the implementation in the EFL classroom of the of TPACK framework combined with the project-based learning through blended learning between face to face and Facebook closed-group discussion methods.…”

Section: Figure 1 Tpackmentioning

confidence: 99%

“…This finding suggested that all lecturers should provide pre-service EFL teachers with project-based learning so that they can experience finding the solution to their problems during the teaching and learning processes. The expectation of adopting project-based learning approach is for the pre-service EFL teachers to become constructivist learners in cooperating with each other in finding and building their own knowledge by experiencing learning by doing and learning from mistakes or trial and errors activities through active learning (Yusofa et al, 2012).…”

Section: A the Experiences Of Pre-service Efl Teachers Toward Projecmentioning

confidence: 99%

Designing and Developing Supplemental Technology of PACI Model Materials through Blended Learning Methods

Limbong¹

2017

celt

View full text Add to dashboard Cite

Abstract:The 21st century English teachers and lecturers are required to have competencies in translating Content Knowledge (CK), integrating various Pedagogical Knowledge (PK) and implementing Technological Knowledge (TK) in order to produce effective and efficient teaching. This research reveals and describes researcher's efforts and pre-service EFL teachers' (Pre-service EFL teachers) roles in designing and developing the supplemental teaching and learning materials with PowerPoint, Audacity, Camtasia and Internet (PACI) model. To transform researcher roles and model to introduce and implement Technological, Pedagogical, and Content Knowledge (TPACK) framework, this research implemented blended learning: traditional face to face and Facebook closed-group discussion based on Project-Based Learning. This research employed the qualitative autobiography narrative of self-study from the researcher's experiences to implement blended learning. Semi-structured interviews were conducted with four Preservice EFL teachers of group A and five Pre-service EFL teachers of group B to seek the Pre-service EFL teachers' experiences in designing and developing PACI model. The results suggested that blended learning could effectively and efficiently integrate and implement the design and development of a PACI model. Most importantly both researcher and two groups realized that in integration of TPACK during a Computer Literacy course, the subject matter may be shaped by the application of technology; teaching as well as learning might be changed by the use of technology and the way to represent and communicate specific lessons to students.

show abstract

“…PBL reflects an understanding that knowledge is not stagnant, but rather "an activity, a process of finding out" [8] (original emphasis, p. 4). This makes it particularly suitable in the development of transferrable '21st Century' skills [9], which include oral and written communication, critical thinking, self-management, teamwork skills, and innovation (see, [10]). At best, students are motivated to inquire actively into a problematic situation, resulting in an "academic experience where authentic learning environments assist students to develop employer-prized graduate capabilities, e.g.…”

Section: Introductionmentioning

confidence: 99%

Mapping the Evaluation of Problem-Oriented Pedagogies in Higher Education: A Systematic Literature Review

Acton

2019

Education Sciences

View full text Add to dashboard Cite

Problem-oriented pedagogies have emerged as strategic way for universities to respond to an international higher education agenda that increasingly prioritises innovative, student-centred learning, and the cultivation of both civic and employability competences. Alongside this pedagogic shift is a policy-driven emphasis on monitoring teaching and learning for quality assurance purposes. This article aims to untangle the ways problem- and inquiry-based pedagogies are currently evaluated in universities, and thus consider how ‘quality’ implementation, and the effects of this suite of pedagogic approaches, might be better understood, practised, and measured. Taking a systematic approach to the review of the literature, the article maps evaluation methods that assess the effectiveness of problem-oriented and inquiry-based pedagogies implemented in university settings. The key findings include that evaluation methods in the field (i) prioritise qualification-related outcomes, (ii) are limited in scale and scope, and (iii) often function as demonstrations of performativity rather than as part of an ongoing improvement cycle. The article argues that evaluations that take a multi-method approach from the perspective of a range of stakeholders, with an exploration of civic and social competences in addition to employability outcomes, would significantly strengthen the field.

show abstract

Cooperative Problem-based Learning (CPBL): Framework for Integrating Cooperative Learning and Problem-based Learning

Cited by 51 publications

References 5 publications

Implementing of subject jigsaw learning model and its impact on students’ achievement in Embryology course

Implementing of subject jigsaw learning model and its impact on students’ achievement in Embryology course

Designing and Developing Supplemental Technology of PACI Model Materials through Blended Learning Methods

Mapping the Evaluation of Problem-Oriented Pedagogies in Higher Education: A Systematic Literature Review

Contact Info

Product

Resources

About