Introducing problem-based learning (PBL) into a foundation programme to develop self-directed learning skills

Malan, Sharon Brenda; Ndlovu, Mdutshekelwa; Engelbrecht, Petra

doi:10.15700/201412120928

Cited by 54 publications

(46 citation statements)

References 26 publications

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“…The characteristics of the PBL Model are designed to help students improve their inquiry skills and problem solving skills, social behavior and skills according to the role of adults, as well as independent learning skills for investigating everyday life problems (Nilson, 2016). Although previous research has shown that the PBL model supports independent learning and communication skills, enhances critical skills, creative thinking skills and problem solving skills (Malan et al, 2014), in practice, PBL models still face many obstacles. These obstacles are (1) that students are not accustomed to initiating learning, so they often clash with lack of study time, lack of student discipline, and are not easy to find authentic problems that are more challenging for students in learning (Thompson et al, 2012).…”

Section: Problem-based Learningmentioning

confidence: 99%

“…Practice with the PBL Model begins with complex real life (Ledesma, 2016), is unstructured, and involves interdisciplinary content (Loucky, 2017), engaging in collaborative learning to manage an increasingly diverse student population (Guilherme et al, 2016;Kang et al, 2015). The PBL model can improve independent learning skills and provide a more realistic picture of higher academic challenges, more confidence, better problem solving skills, critical thinking skills, and provide improved communication skills (Malan et al, 2014). The application of the PBL Model can promote students to have motivation, confidence in learning, and be able to improve their ability to solve more complex problems (Caesar et al, 2016;Nilson et al, 2015;Tracey & Morrow, 2017).…”

Section: Problem-based Learningmentioning

confidence: 99%

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Problem-based learning model versus direct instruction in achieving critical thinking ability viewed from students’ social attitude in learning physics

Santyasa¹,

Santyadiputra²,

Juniantari³

2019

Proceedings of the 1st International Conference on Education Social Sciences and Humanities (ICESSHum 2019)

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This study aims at analyzing the effect of problem based learning (PBL) compared to direct instruction (DI) on students critical thinking skills (CTA) viewed from their social attitudes (SA). This study used post-test only control group design. The population is 15 classes (584 students) of SMA 4 and SMA 6 Denpasar. The sample was chosen by random assignment technique and selected 4 classes (150 students = 25.7% of the population). The samples were divided into PBL group and DI group each 2 classes or 75 students. Furthermore, in each group sorted according to high and low SA, each of the 25 students (33%), both PBL and DI. Students CTA were measured by tests while SA are measured by questionnaires. Data were analyzed by 2x2 ANOVA. The results showed that students CTA in the PBL group higher than the DI group. Students who have high SA show higher CTA than those with low SA. PBL and DI models interact strongly with high SA in achieving CTA. The implication that guiding students to interact socially well is an alternative way for teachers so students can achieve adequate CTA in learning physics in SMA.

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Section: Problem-based Learningmentioning

confidence: 99%

Section: Problem-based Learningmentioning

confidence: 99%

Problem-based learning model versus direct instruction in achieving critical thinking ability viewed from students’ social attitude in learning physics

Santyasa¹,

Santyadiputra²,

Juniantari³

2019

Proceedings of the 1st International Conference on Education Social Sciences and Humanities (ICESSHum 2019)

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“…Indirectly, the self-directed learning allows an ample room for students to plan, adapt and evaluate their own learning. Number of studies has exemplified that students were still struggling to utilize the self-directed learning in PBL (Malan, Ndlovu, & Engelbrecht, 2014).…”

Section: Using Self-directed Learning For Blended Problem-based Learningmentioning

confidence: 99%

The Need of an Integrated Framework for the Implementation of Blended Problem-Based Learning

Ibrahim¹,

Arshad²,

Rosli³

2015

IES

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Since the performances of Malaysian students in Programme for International Student Assessment (PISA) and Trends in Mathematics and Science Study (TIMSS) are found to be lower compared to other participating countries worldwide, the importance of cultivating higher order thinking skills (HOTS) has been highlighted in the National Education Blueprint. The shift from conventional to blended learning, with the integration of face-to-face and online learning offers promising opportunities in realizing the aspirations of the National Education Blueprint. The current study is aimed to propose an integrated framework of blended problem-based learning (blended PBL) in promoting HOTS among Malaysian students. This study employed comparison constant analysis in understanding the possibilities of success of this approach in promoting HOTS.A total of 219

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“…This leads them to become self-directed learners. Malan and Ndlovu [10] has also shown that the integration of PBL in a university foundation programme increase self-directed learning.…”

Section: Introductionmentioning

confidence: 97%

Problem-based Learning (PBL) in Sociolinguistics as a Way of Encouraging Active Learning

Ibrahim¹,

Haliza²

2018

MATEC Web of Conferences

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Abstract. The major concern of this paper is to advocate the integration of PBL strategies in classroom instruction as a way of promoting active learning. It is undoubted that the benefits of problem-based learning (PBL) are numerous. In the sciences, PBL has been well integrated in the curriculum. This research reports of an experience of integrating problembased learning in an introductory Sociolinguistics course for 60 undergraduates of a Bachelors of English programme through a semester that ran for 14 weeks. A focused group interview and questionnaire were used to find out the perceptions of the students undergoing the hybrid PBL course. The findings of this study reveal that students generally enjoyed the PBL approach and found that they had little choice but to become active learners. Some challenges faced by the learners were also highlighted. These findings have implications for the integration of PBL in the field of social sciences.

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Introducing problem-based learning (PBL) into a foundation programme to develop self-directed learning skills

Cited by 54 publications

References 26 publications

Problem-based learning model versus direct instruction in achieving critical thinking ability viewed from students’ social attitude in learning physics

Problem-based learning model versus direct instruction in achieving critical thinking ability viewed from students’ social attitude in learning physics

The Need of an Integrated Framework for the Implementation of Blended Problem-Based Learning

Problem-based Learning (PBL) in Sociolinguistics as a Way of Encouraging Active Learning

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