Enhanced student soft skills through integrated online project based collaborative learning

Razali, Sharifah Nadiyah; Noor, Helmi Adly Mohd; Ahmad, Mohd Hafiez; Shahbodin, Faaizah

doi:10.21833/ijaas.2017.03.010

Cited by 8 publications

(5 citation statements)

References 19 publications

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“…For example, if a study was indicated as investigating PBL where the learning process started with a lecture rather than being based on a contextual problem. In addition, it also excluded studies that did not adequately describe the learning process by the researchers yet were labeled as PBL (e.g., Razali et al, 2017). Also excluded were studies that consisted of combining PBL with additional activities (e.g.…”

Section: Exclusion Criteriamentioning

confidence: 99%

Higher Order Thinking and Critical Thinking Skills in Problem-Based Learning Environments: A Systematic Review

Rahma Hidayati Darwis,

Alimuddin,

Andi Patimbangi

2024

jlds

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Critical thinking is widely considered an important competency to acquire in education. Learner exposure to problems and collaboration has been shown to help in improving critical thinking processes. These elements are contained in a learner-centered learning environment, such as problem-based learning. In addition to critical thinking, higher order thinking skills also contain elements of PBL. However, the definitions of HOT and critical thinking are often poorly defined and overlapping. Therefore, this SJR research aims to investigate how HOTs and critical thinking are conceptualized in a PBL environment. Another objective of this study was to review the evidence of the effectiveness of the PBL environment in developing HOTs and critical thinking. The results showed that from various references, it was found that the focus of the study was more on the process of critical thinking rather than critical thinking disposition (i.e., the tendency or willingness to engage in critical thinking). Furthermore, despite the positive effects of PBL on HOTs and critical thinking, limitations in the findings include the lack of clarity and consistency in how researchers conceptualize and measure these forms of thinking, both HOTs and critical thinking. In addition, important components of PBL are often overlooked. Finally, the study also identified various design issues in the effects study, such as the lack of a control group, which makes the results of the investigation questionable.

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Section: Exclusion Criteriamentioning

confidence: 99%

Higher Order Thinking and Critical Thinking Skills in Problem-Based Learning Environments: A Systematic Review

Rahma Hidayati Darwis,

Alimuddin,

Andi Patimbangi

2024

jlds

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“…Experts from many countries experiences carry out research in this area. They researched e. g. perception of PBL in relation to the so-called "Traditional teaching" [6], [21], opinions on PBL [4], [7], contribution of PBL to the development of soft skills [16], the impact of PBL on development foreign language verbal skills [24], the relationship between personality characteristics of students and the effectiveness of education in PBL [22], the impact on improving school attendance of students from socially and economically less stimulating backgrounds [2] etc. They show the possibilities of its applications in various areas of teaching such as physics [5], informatics [15], and management to technological subjects [18], [11].…”

Section: Theoretical Aspects On Project Based Learningmentioning

confidence: 99%

Project Based Learning from the Point of View of Economics Students

Chmelárová¹,

Čonková²

2021

TEM Journal

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In this paper we present the results of a research focused on the perception of Project Based Learning (PBL) by students at university and high schools. As the research method we used an anonymous questionnaire. The research file consisted of 403 respondents. A comparison of the answers from university and high school students showed a positive trend in the wider involvement of PBL in the teaching process over the last years. From the point of view of economics students, PBL is evaluated positively.

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“…Robotics education serves as a new education tool that can emphasize on holistic development of students in STEM, thus helping students and the nation to fulfil its National Philosophy of Education. Project-based learning allows students to go through a process of inquiry, collaborative learning engaging students to complete a project or solve a problem in a STEM classroom (Razali, Noor, Ahmad, & Shahbodin, 2017;Sharifah Nadiyah, Faaizah, Hanipah, Norasiken, & Mohd Hafiez, 2014).…”

Section: Integrated 21 St Century Stem In Robotics Educationmentioning

confidence: 99%

Integrated 21st Century Science, Technology, Engineering, Mathematics (Stem) Education Through Robotics Project-Based Learning

Hanipah

Jiea²,

Rosly

et al. 2019

HSSR

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Purpose of the study: To propose a new framework on integrated 21st century STEM education through Robotics Project-based Learning, and secondly, to outline a Robotics Project-based Learning curriculum in the perspective of integrated 21st century STEM education. Methodology: Content analysis was carried out to design a new framework. Secondary data collection technique was used. Main Findings: The proposed framework can identify itself with each STEM curriculum in Science, Technology, Engineering and Mathematics. Educational robotics as a tool to integrate the fours discipline through project-based learning. Applications of this study: The proposed framework is applicable in 21st century learning environment using student-centered approach. 21st century skills are enhanced through collaboration, creativity, critical thinking and communication while students carry out robotics project-based learning. Novelty/Originality of this study: A new pedagogy of STEM integration in Malaysia education system. Hands-on and minds-on activities through robotics project-based learning promote higher order thinking in students.

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Enhanced student soft skills through integrated online project based collaborative learning

Cited by 8 publications

References 19 publications

Higher Order Thinking and Critical Thinking Skills in Problem-Based Learning Environments: A Systematic Review

Higher Order Thinking and Critical Thinking Skills in Problem-Based Learning Environments: A Systematic Review

Project Based Learning from the Point of View of Economics Students

Integrated 21st Century Science, Technology, Engineering, Mathematics (Stem) Education Through Robotics Project-Based Learning

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