Developing My Perspectives on Scaffolding and Problem-Based Learning: A Retrospective View

Belland, Brian R.

doi:10.7771/1541-5015.1616

Cited by 3 publications

(5 citation statements)

References 59 publications

(38 reference statements)

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“…Students and faculty reported that PBL was a gateway to the acquisition of key generic skills such as teamwork, problem-solving, and SDL. Inadequate learning resources, poor facilitation of PBL tutorials, and student assessment in PBL were noted as the major challenges, as has been reported elsewhere [ [20] , [21] , [22] ]. Therefore, the challenges of PBL keep coming up across all contexts where it is implemented.…”

Section: Introductionmentioning

confidence: 60%

“…The advantages of PBL as a learning strategy have been extensively reported in the literature [ [17] , [18] , [19] , [20] , [21] , [22] ]. Most of what has been reported in these previous studies generally resonates with the findings from this study that PBL facilitates the acquisition of key outcomes such as active learning through self-directed and self-regulated learning, teamwork, communication skills, critical thinking, and problem-solving skills.…”

Section: Discussionmentioning

confidence: 99%

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Perceptions of radiography students toward problem-based learning almost two decades after its introduction at Makerere University, Uganda

Mpalanyi

Nalweyiso

Mubuuke

2020

Journal of Medical Imaging and Radiation Sciences

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Introduction Problem-based learning (PBL) has been reported to be a valuable student-centred learning approach across the globe. In PBL students first encounter a problem, which triggers discussion, followed by student-centred inquiry. Makerere University College of Health Sciences has been using PBL for radiography students since 2002. Over the years, the learning landscape may have changed, including the significant disruption of learning by the coronavirus disease 2019 global pandemic. The study aimed at exploring the perceptions of undergraduate radiography students about the PBL curriculum at Makerere University almost two decades after its introduction. Methods This exploratory qualitative study involved 18 radiography students sampled purposively, from whom data were gathered using focus group discussions. Thematic analysis was subsequently used. Results Three key themes emerged from the data: (1) quality of teaching, (2) curriculum efficiency, and (3) curriculum expectations and rating. All students were generally positive about the curriculum. Most agreed that the curriculum was efficient to a greater extent and had met their expectations and desired objectives. Students, however, faced challenges; for example, with limited learning resources during the learning process. Conclusion This study highlights the significant role of PBL in enhancing student's problem-solving, critical thinking, literature search, and, most of all, their practical skills. Prioritization of teaching based on practical relevance and learning objectives is of great importance. The radiography students believed that their curriculum program was generally beneficial to them; however, it was affected by limited resources and limited availability of teaching personnel, which needs to be addressed.

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Section: Introductionmentioning

confidence: 60%

Section: Discussionmentioning

confidence: 99%

Perceptions of radiography students toward problem-based learning almost two decades after its introduction at Makerere University, Uganda

Mpalanyi

Nalweyiso

Mubuuke

2020

Journal of Medical Imaging and Radiation Sciences

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“…Problembased learning models have drawbacks. Namely, students have difficulty solving problems and tasks given and are unable to increase students' conceptual knowledge (Belland & Axelrod, 2019;Shishigu et al, 2018). So that the challenge-based learning model has advantages over the problem-based learning model in improving cognitive, critical thinking skills, communication skills, working together, and problem solving activities.…”

Section: Effect Challenge Based Learning On Learning Outcomesmentioning

confidence: 99%

“…show that problem-based learning has more influence on learning outcomes than traditional learning. Problem-based learning models have drawbacks; students cannot develop conceptual abilities and have difficulty solving challenging problems and assignments (Belland & Axelrod, 2019;Shishigu et al, 2018). Based on the theoretical study of the use and benefits of problem-based learning in the learning process above, considering the shortcomings in the history learning process, educators are expected to innovate in designing learning models that better facilitate students in responding to the challenges of the times.…”

Section: Introductionmentioning

confidence: 99%

The Effect of the Challenge Based Learning Model on Critical Thinking Skills and Learning Outcomes

Farizi¹,

Umamah²,

Soepeno³

2023

INT J INSTRUCTION

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“…Implementation of PBL and scaffolding using technology as a mediator has been widely utilized to support students' problem solving, effective communication, teamwork and using reasoning skills in solving educational problems (Ismail et al 2018;Peng et al 2017). The incorporation of the PBL and scaffolding strategy is a result of the anticipated learning outcome (Belland, 2016). Devices a reliable and consistent interdisciplinary task, frequently asses and restructure to facilitate student's engagement and academic achievement with everlasting development of education (Evans, 2016).…”

Section: R E S E a R C H H I G H L I G H T Smentioning

confidence: 99%

Integration of Problem Based Learning and online Scaffolding for Educational Purpose: A mini-review

Musa

Abdullah

2020

Asia Pr soc sci

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The integration of Problem-based-learning (PBL) and Scaffolding for instruction in various fields of education cannot be contravened. The strategy can enhance and supplement the conventional learning model accommodating the generic skills for learning in the 21stcentury. The main scope of this study is to review the findings and conclusions of studies about the mastery of implementation of PBL and scaffolding as a learning strategy, its effectiveness on education. The study adopts a systematic review and 11 articles from 2015 until 2019 including both peer review and full text from Scopus, Science Direct and other sources as databases. This review includes different areas of education. The results of this study reveal that PBL and Online scaffolding improved student's experience, knowledge, and ease in dealing with communication of problems in a learning setting. Scaffolding is an important component that assists students to succeed in PBL and has a reasonable effect on students’ engagement.

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Developing My Perspectives on Scaffolding and Problem-Based Learning: A Retrospective View

Cited by 3 publications

References 59 publications

Perceptions of radiography students toward problem-based learning almost two decades after its introduction at Makerere University, Uganda

Perceptions of radiography students toward problem-based learning almost two decades after its introduction at Makerere University, Uganda

The Effect of the Challenge Based Learning Model on Critical Thinking Skills and Learning Outcomes

Integration of Problem Based Learning and online Scaffolding for Educational Purpose: A mini-review

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