Improvement in Generic Problem-Solving Abilities of Students by Use of Tutor-less Problem-Based Learning in a Large Classroom Setting

“…As a pedagogical tool, PBL helps solve a variety of educational tasks. It: x Provides motivation to learn; x Increases cognitive interest in educational and professional issues; x Strengthens the retention of learned material; x Promotes the independence of learners; x Develops research skills; x Develops creative abilities; x Develops communicative competence [14][15][16][17][18][19][20][21].…”

Section: Discussion and Researchmentioning

confidence: 99%

Problem-based teaching in engineering education

Kuimova

Burleigh²,

Trofimova

2016

MATEC Web of Conferences

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Abstract. The aerospace industry requires highly educated, motivated engineers capable of working with increasingly complex processes and equipment, rapidly-changing requirements, and the need to constantly improve production efficiency. Colleges and universities throughout the world strive to provide training to young professionals for jobs in high-tech industries and to provide not only core technical knowledge, but also training on how to approach problems creatively and to generate novel solutions to problems. Problem-based learning (PBL) contributes to solving this problem. This paper reviews the literature on PBL, studies its benefits and drawbacks, and presents the positive results achieved by its implementation in the training of engineering students at Tomsk Polytechnic University.

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“…Previously published literature on the effectiveness of a teaching and learning method report the results from 1 institution as well, as a valid comparison of student performance at different institutions would only be feasible if the institutions had matched curricula, syllabi, grading system, and learning objectives; the problem of comparing 2 sets of students would still exist. [7][8][9][10][18][19][20][21][23][24][25][26][27][28][29][30][31][32][33][34][35] The primary objective of the project was to determine how different teaching and learning methods impacted student learning in a team-taught required pharmacotherapy module in a large classroom setting. A project goal was to efficiently incorporate more individually graded activelearning activities in the large classroom to increase student engagement and decrease lecture time.…”

Section: Discussionmentioning

confidence: 99%

“…Fewer reports include comparisons of student performance. [7][8][9][10][18][19][20][21] In an article on an undergraduate biology class, Walker et al compared student performance of a "traditional" section (n5240) to an "active" section (n5263) in the large classroom during one semester. 19 The traditional section included lectures, quizzes, and examinations; the active section included mini-lectures, group work, homework, quizzes, and examinations.…”

Section: Introductionmentioning

confidence: 99%

“…3,4 Undergraduate science professors, who primarily teach in large classrooms, have also described active-learning methods including PBL, process-oriented guided learning inquiry (POGL), role playing, poster presentations, equation demonstrations, unannounced quizzes, and reflections of learning. [16][17][18][19][20][21][22] Much of the literature on biomedical science programs other than pharmacy and in undergraduate science courses describe student engagement or perception of learning, or compare the impact of active learning vs lecture on student engagement or perception of learning. Fewer reports include comparisons of student performance.…”

Section: Introductionmentioning

confidence: 99%

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Impact of Abbreviated Lecture with Interactive Mini-cases vs Traditional Lecture on Student Performance in the Large Classroom

Marshall

Nykamp

Momary

2014

American Journal of Pharmaceutical Education

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Objective. To compare the impact of 2 different teaching and learning methods on student mastery of learning objectives in a pharmacotherapy module in the large classroom setting. Design. Two teaching and learning methods were implemented and compared in a required pharmacotherapy module for 2 years. The first year, multiple interactive mini-cases with inclass individual assessment and an abbreviated lecture were used to teach osteoarthritis; a traditional lecture with 1 inclass case discussion was used to teach gout. In the second year, the same topics were used but the methods were flipped. Student performance on pre/post individual readiness assessment tests (iRATs), case questions, and subsequent examinations were compared each year by the teaching and learning method and then between years by topic for each method. Students also voluntarily completed a 20-item evaluation of the teaching and learning methods. Assessment. Postpresentation iRATs were significantly higher than prepresentation iRATs for each topic each year with the interactive mini-cases; there was no significant difference in iRATs before and after traditional lecture. For osteoarthritis, postpresentation iRATs after interactive mini-cases in year 1 were significantly higher than postpresentation iRATs after traditional lecture in year 2; the difference in iRATs for gout per learning method was not significant. The difference between examination performance for osteoarthritis and gout was not significant when the teaching and learning methods were compared. On the student evaluations, 2 items were significant both years when answers were compared by teaching and learning method. Each year, students ranked their class participation higher with interactive cases than with traditional lecture, but both years they reported enjoying the traditional lecture format more. Conclusion. Multiple interactive mini-cases with an abbreviated lecture improved immediate mastery of learning objectives compared to a traditional lecture format, regardless of therapeutic topic, but did not improve student performance on subsequent examinations.

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Improvement in Generic Problem-Solving Abilities of Students by Use of Tutor-less Problem-Based Learning in a Large Classroom Setting

Cited by 44 publications

References 34 publications

Challenges of Conducting Problem-Based Learning in a Large Class

Challenges of Conducting Problem-Based Learning in a Large Class

Problem-based teaching in engineering education

Impact of Abbreviated Lecture with Interactive Mini-cases vs Traditional Lecture on Student Performance in the Large Classroom

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