Learning Cultures of Problem-Based Learning Teams

Krishnan, Siva; Gabb, Roger; Vale, Colleen

doi:10.1080/22054952.2011.11464057

Cited by 85 publications

(92 citation statements)

References 3 publications

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“…Wide variation in group experiences is a common reported characteristic. 21 Krishnan et al 22 identified the attributes of learning cultures in PBL groups. The attributes include membership, group processes, and leadership.…”

Section: Discussionmentioning

confidence: 99%

Using Problem-Based Learning to Teach Health Policy at the DNP Level

Hayne

Schlosser

2014

Nurse Educator

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Nursing education recognizes the importance of graduate nurses understanding their roles as advocates, developers, implementers, and evaluators of health policies to impact the delivery of safe, patient-centered care. This article describes the use of problem-based learning as one approach to DNP health policy education. Students select a health problem and an associated health policy and use evidence-based practice, scholarly writing, and health services research to analyze the policy for efficiency, effectiveness, and equity.

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Section: Discussionmentioning

confidence: 99%

Using Problem-Based Learning to Teach Health Policy at the DNP Level

Hayne

Schlosser

2014

Nurse Educator

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“…Through PBL, students will also be directed to be accustomed to inferring the findings obtained after they collect information or supporting data. Such habituation can also train students' skills in solving various problems through a scientific approach (Krishnan, Gabb, & Vale, 2011;Masek & Yamin, 2011). In line with this statement, PBL was also said could to improve students' ability to construct their knowledge through investigation (Akcay, 2009;Marra, Jonassen, & Palmer, 2014) Practicing critical thinking by addressing problems through the PBL method which is then discussed online provides an opportunity for students to understand the material better.…”

Section: Based On This Explanation Can Rna Also Be Used To Determinementioning

confidence: 99%

Blended-Problem-Based Learning: How its impact on students' critical thinking skills?

Lukitasari

Purnamasari

Utami

et al. 2019

JPBI

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Critical thinking skills are one of the four main competencies that must be empowered in the 21 st -Century Learning. This study aimed to describe students' critical thinking skills through the application of blended-problem-based learning (PBL) in the Cell Biology course. The data sources of this research were 28 students who were taking Cell Biology Course in Department of Biology Education, Universitas PGRI Madiun. The research instruments used were 1) observation sheet, 2) interview guidelines, and 3) critical thinking skills test. The study was designed by applying blended-PBL on 12 topics. The data analysis was performed in descriptive qualitative. The results showed that the application of blended-PBL was able to train students to improve their critical thinking skills in term of how to answer the test given. However, further studies need to be done with a wider number of samples and material scope to get more comprehensive information.

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“…It is also the counterpoint to the stated issue that they find it difficult to organise ensembles as this requires time, and part of the equation for many students is how to get the best results out of a course with the minimum time input. Krishnan, Gabb, and Vale (2011) identified three different learning cultures in their research on team-work in problem based learning. They labelled them Collaborative Learning Culture, where there is a commitment to engaging with others to get the best mutual outcomes; Performance Culture, where students use the group nominally to get the best individual outcomes; and Finishing culture, where students aim to complete as much as they have to finish the course requirements.…”

Section: Changes To Design For Semester 2 2013mentioning

confidence: 99%

Assessment in Music Education: from Policy to Practice

Lebler¹,

Carey²,

Harrison³

2015

Landscapes: The Arts, Aesthetics, and Education

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SCOPEThis series aims to provide conceptual and empirical research in arts education, (including music, visual arts, drama, dance, media, and poetry), in a variety of areas related to the post-modern paradigm shift. The changing cultural, historical, and political contexts of arts education are recognized to be central to learning, experience, and knowledge. The books in this series present theories and methodological approaches used in arts education research as well as related disciplinesincluding philosophy, sociology, anthropology and psychology of arts education.More information about this series at

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Learning Cultures of Problem-Based Learning Teams

Cited by 85 publications

References 3 publications

Using Problem-Based Learning to Teach Health Policy at the DNP Level

Using Problem-Based Learning to Teach Health Policy at the DNP Level

Blended-Problem-Based Learning: How its impact on students' critical thinking skills?

Assessment in Music Education: from Policy to Practice

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