Designing a Framework Based on Problem-Based Learning for CSCL Environments in Order to Enhance 21st Century Skills

Koroneou, Lydia; Paraskeva, Fotini; Alexiou, Aikaterini

doi:10.7763/ijiet.2013.v3.250

Cited by 2 publications

(2 citation statements)

References 15 publications

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“…This means that there were significant differences in problem-solving skills between students learning to use CPBL and students learning to use DI. In line with this study, Koroneou et al (2013) explain that by using PBL students can participate actively in the problem-solving process from unstructured problems to strengthening 21 st Century skills. Meanwhile, Win et al (2015) stated that the implementation of PBL in active collaborative groups can also increase student motivation, cognitive skills, and problem-solving skills.…”

Section: Research Hypothesis Testsupporting

confidence: 57%

Collaborative Problem-based Learning: An Analysis of Problem-Solving Skills in Vocational Schools

Hidayatullah

Ariyanto

Muhaji

et al. 2020

IJORER Int. J. Recent Educ. Res.

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This study aims to analyze the effect of using Collaborative Problem-Based Learning (CPBL) on students' problem-solving skills. This study used a 2x2 factorial design, in which the selection of experimental and control groups was determined with convenience sampling. The data analysis technique of this research is divided into two types, namely the prerequisite analysis test and hypothesis testing. The findings of this study concluded that students who studied with CPBL had significantly higher problem-solving skills than students who studied with Direct Instruction (DI). In addition, high problem-solving skills were generally owned by students with high initial skills. Meanwhile, the complete the results of the hypothesis test this study also showed a significant interaction between the learning model and initial skills on students' problem-solving skills in internal combustion motor competences. This shows that the selection of the right learning model is needed according to the initial skills of students so that problem-solving skills can be adequately developed. Thus, it is hoped that vocational school students can become graduates who can compete in the world of work.

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Section: Research Hypothesis Testsupporting

confidence: 57%

Collaborative Problem-based Learning: An Analysis of Problem-Solving Skills in Vocational Schools

Hidayatullah

Ariyanto

Muhaji

et al. 2020

IJORER Int. J. Recent Educ. Res.

View full text Add to dashboard Cite

show abstract

“…Nevertheless, RBL is just one of the possible active teaching and learning approaches that could be supported by digital tools, and others such as project-based learning or problem-based learning have been already researched in the literature (Kokotsaki et al, 2016;Koroneou et al, 2013). Facilitating factors in our case include some that are mentioned in the literature concerning active learning approaches; for instance, providing guidance and support to students and scaffold their learning and well-aligned assessment (Kokotsaki et al, 2016;Marín, 2020).…”

Section: Discussionmentioning

confidence: 99%

Technology-enhanced Learning Design of a Pre-service Teacher Training Course in a Research-based Learning context

Marín

2020

UTE

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Research-based learning is an educational approach that aims at enhancing an active student engagement through research activities that are typical of the field. In the case of student teachers, this implies getting involved in educational research and in the development of educational innovation based on research. A valid method for this aim is design-based research, which combines theory and practice through designing different types of educational products. In this work we present a technology-enhanced learning design of a pre-service teacher training course within the frame of research-based learning and, concretely, of design-based research. The course had the focus on the use of technology in the school, as well as on the development of the digital competence, and it was organised around the preparation of an educational proposal in which the use of technology was integrated and based on a research question. As results, we share the vision of the course instructor and the student teachers. Conclusions address the innovative character of the learning design and the educational practice presented and suggest future lines of work.

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Designing a Framework Based on Problem-Based Learning for CSCL Environments in Order to Enhance 21st Century Skills

Cited by 2 publications

References 15 publications

Collaborative Problem-based Learning: An Analysis of Problem-Solving Skills in Vocational Schools

Collaborative Problem-based Learning: An Analysis of Problem-Solving Skills in Vocational Schools

Technology-enhanced Learning Design of a Pre-service Teacher Training Course in a Research-based Learning context

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