One-Day, One-Problem

O'Grady, Glen; Yew, Elaine H. J.; Goh, Karen; Schmidt, Henk G.

doi:10.1007/978-981-4021-75-3

Cited by 25 publications

(10 citation statements)

References 256 publications

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“…This is characterised by its modular arrangement around problems and is philosophically alligned with constructivist learning. It functions within a more structured setting in comparison to conventional PBL, encouraging students to build confidence, alongside their teamwork and self-directed learning skills (Wang & Fong, 2006;Yew & O'Grady, 2012). The model proposed by the Technological University of Malaysia (Mohd-Yusof, Hassim, & Azila, 2004;Said et al, 2005;Mohd-Yusof, Sadikin, Phang, & Abdul-Aziz, 2016) is distinguished by a cooperative PBL process based on the course and is instituted through an academic approach.…”

Section: Pbl Models and Their Application In Engineeringmentioning

confidence: 99%

Problem-based learning: Effects on academic performance and perceptions of engineering students in computer sciences

Chávez

Sánchez

Vargas

2020

J. Technol. Sci. Educ.

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In the present article we analyse the impact of problem-based learning (PBL) on learning and perceptions in first-year students undertaking Engineering in Computer Sciences. The module designed took a number of advanced theories of PBL and its application within the Engineering profession. Mixed methods were used to enable data from qualitative and quantitative instruments to be obtained. A quasi-experimental design was specified, employing non-probabilistic sampling, with a control (N = 40) and experimental group (N = 39). In comparing PBL with traditional methods, the results reveal statistically significant differences in aspects such as academic performance. Teamwork, oral communication, written communication and students’ perceptions of the learning experience were also all favoured. Nonetheless, lack of adequate team dynamics in previous learning experiences and reluctance to change traditional teaching approaches, could compromise the viability of that proposed.

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Section: Pbl Models and Their Application In Engineeringmentioning

confidence: 99%

Problem-based learning: Effects on academic performance and perceptions of engineering students in computer sciences

Chávez

Sánchez

Vargas

2020

J. Technol. Sci. Educ.

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“…Learning typically takes place using a PBL approach where a problem scenario is presented to a class of 25 students, who work in small teams of five alongside their assigned class facilitator, once a week over a period of 13 weeks. Each PBL day is typified by a schedule of three meetings with facilitator interaction, and interspersed by two periods of self-study (O'Grady, Yew, Goh, & Schmidt, 2012). The module chosen for this study is a compulsory first-year general module on Cognitive Processes and Problem Solving that all polytechnic students enrolled in.…”

Section: Educational Contextmentioning

confidence: 99%

Evaluating the intention to use ICT collaborative tools in a social constructivist environment

Kwok

Silin²

2017

Int J Educ Technol High Educ

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This study examined student acceptance to adopt and use ICT tools in a problembased learning module using the Technology Acceptance Model (TAM). The objectives of the study are to (a) determine if the TAM is a valid model to explain students' intentions to use ICT tools, and (b) identify the determinants of students' intention to use ICT tools. A total of 737 first-year polytechnic students completed a 13-item online questionnaire based on the TAM constructs comprising perceived ease of use, perceived usefulness, attitude toward use, and intention to use. Results obtained using structural equation modelling showed that (a) perceived ease of use significantly influenced perceived usefulness; (b) both perceived ease of use and perceived usefulness significantly influenced intention to use; and (c) both perceived usefulness and attitude toward use significantly influenced intention to use . Overall, the TAM is a valid model to help explain students' intentions to use ICT tools. The study findings are useful for PBL educators intending to integrate ICT tools in their lessons to better engage students in active learning.

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“…Learning typically takes place using a PBL approach, where a problem scenario is presented to a class of 25 students who work in small teams of five alongside their assigned class facilitator, once a week over a period of 13 weeks. Each PBL day is typified by a schedule of three meetings with facilitator interaction, and interspersed by two periods of self-study (O'Grady, Yew, Goh, & Schmidt, 2012). The module chosen for this study is a compulsory first-year general module, "Cognitive Processes and Problem Solving".…”

Section: Educational Contextmentioning

confidence: 99%

A study of students’ attitudes towards using ICT in a social constructivist environment

Silin

Kwok

2016

AJET

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This study aims to examine the factors that support or hinder students’ attitudes towards using information and communication technology (ICT) in problem-based learning (PBL) using the technology acceptance model (TAM) (Davis, 1989) among polytechnic students. A total of 737 first-year polytechnic students in Singapore participated in the cross-sectional survey study by completing a questionnaire (The assessment of attitude and intention to use ICT tools among polytechnic students), which gathered both quantitative and qualitative data. Based on the analysis of the quantitative data, perceived usefulness and perceived ease of use are found to be significantly and positively correlated with attitudes towards using ICT. Results from the analysis of the qualitative data suggest five major themes (engagement, communication, information gathering, collaboration and efficiency) on what students enjoyed most about using ICT. On the other hand, Internet connectivity, usability, technical issues and ICT competency are the four other themes that categorised the difficulties students faced using ICT. An important implication is to develop polytechnic lecturers’ competency in the use of ICT-enabled learning tools as a priority to enable them to successfully integrate ICT in their PBL lessons.

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One-Day, One-Problem

Cited by 25 publications

References 256 publications

Problem-based learning: Effects on academic performance and perceptions of engineering students in computer sciences

Problem-based learning: Effects on academic performance and perceptions of engineering students in computer sciences

Evaluating the intention to use ICT collaborative tools in a social constructivist environment

A study of students’ attitudes towards using ICT in a social constructivist environment

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