Problem‐based learning

Allen, Deborah; Donham, Richard S.; Bernhardt, Stephen A.

doi:10.1002/tl.465

Cited by 196 publications

(150 citation statements)

References 22 publications

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“…Operationally, students learn various methods of seeking information, develop ways to organize new knowledge, and organize themselves as a collective to create viable solutions to the problems (Duch, Groh, & Allen, 2001;Murray-Harvey et al, 2000). A residual effect of engaging in the PBL process is that students develop strong effective communication skills (Allen, Donham, & Bernhardt, 2011). It is widely known that teachers often teach the way they were taught (Oleson & Hora, 2014); therefore, if PBL is the desired approach then it ought to be demonstrated and in regular use in teacher-education programs.…”

Section: Introductionmentioning

confidence: 99%

Problem-Based Learning Pedagogies in Teacher Education: The Case of Botswana

Major¹,

Mulvihill²

2017

Interdisciplinary Journal of Problem-Based Learning

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Section: Introductionmentioning

confidence: 99%

Problem-Based Learning Pedagogies in Teacher Education: The Case of Botswana

Major¹,

Mulvihill²

2017

Interdisciplinary Journal of Problem-Based Learning

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“…Self directed learners must be motivated to take responsibility for their education in order to pursue independent learning (Allen, Donham, & Bernhardt, 2011). This takes on a dual challenge in first year introductory courses with large classrooms of several hundred students.…”

mentioning

confidence: 99%

“…This study addresses two important gaps in the PBL literature. Firstly, most PBL studies examine class sizes of 100 students or less, and secondly the use of technology to facilitate PBL has not been widely studied (Allen et al, 2011;Chapman, Keller, & Fournier, 2002;Klegeris & Hurren, 2011;Murray & Summerlee, 2007). In this project, PBL principles were applied to a large classroom of several hundred students using an online discussion board to act as the forum for group discussions.…”

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confidence: 99%

Student Engagement in a Large Classroom: Using Technology to Generate a Hybridized Problem-based Learning Experience in a Large First Year Undergraduate Class

Fukuzawa

Boyd

2016

cjsotl-rcacea

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Large first year undergraduate courses have unique challenges in the promotion of student engagement and self-directed learning due to resource constraints that prohibit small group discussions with instructors. The Monthly Virtual Mystery was developed to increase student engagement in a large (N = 725) first year undergraduate class in anthropology at the University of Toronto Mississauga. The teaching challenge was to develop a participation component (worth 6% of the final grade) that would increase student engagement without incurring any additional resource costs. The goal of the virtual mystery was to incorporate the principles of problem-based learning to engage students in self-directed learning through an online medium. Groups of approximately 50 students collaborated on a series of “virtual” case studies in a discussion board. Students submitted comments or questions each week to identify the information they needed to solve the mystery. A facilitator oversaw the discussion board to guide students in collaboration and resource acquisition. The final grades of students who participated in the virtual mystery (N=297) were compared to students who participated in a passive online learning exercise that involved watching weekly online videos and answering questions in a course reader (N = 347). Student self-selection determined group participation. Participation completion for both the virtual mystery and the course reader were high (78.8% and 91.6% respectively). There were no significant differences in the distribution of final grades between the participation options. The high completion rate of the virtual mystery demonstrated that an active learning project can be implemented using problem-based learning principles through an online discussion board; however, the large online group collaborations were problematic. Students were frustrated with repetition and inequitable participation in such large groups; however, students evaluated the monthly mystery as a valuable learning tool that engaged them through the practical nature of the case scenarios. Au premier cycle, les grandes classes de première année présentent des défis uniques en ce qui concerne la promotion de la participation de l’étudiant et de l’apprentissage autonome en raison des contraintes au niveau des ressources qui empêchent les discussions par petits groupes avec des instructeurs. Le Monthly Virtual Mystery (Le mystère virtuel mensuel) a été créé afin d’améliorer la participation des étudiants dans les très grandes classes (N = 725) d’anthropologie de première année, au premier cycle, à l’Université de Toronto Mississauga. Ce défi en matière d’enseignement avait pour but de développer une composante de participation (qui valait 6 % de la note finale) qui allait permettre d’augmenter la participation des étudiants sans que cela entraîne des coûts supplémentaires en ressources. L’objectif du mystère virtuel était d’incorporer les principes de l’apprentissage par problèmes afin d’engager les étudiants dans un apprentissage autonome grâce à un support en ligne. Des groupes d’environ 50 étudiants ont collaboré à une série d’études de cas « virtuelles » dans un forum de discussion. Les étudiants ont envoyé chaque semaine des commentaires ou des questions afin d’identifier les renseignements dont ils avaient besoin pour résoudre le mystère. Un animateur contrôlait le forum de discussion afin de guider les étudiants dans leur collaboration et leur acquisition des ressources. Les notes finales des étudiants qui avaient participé au mystère virtuel (N = 297) ont été comparées à celles des étudiants qui avaient participé à un exercice d’apprentissage passif en ligne qui consistait à regarder des vidéos hebdomadaires en ligne et à répondre à des questions figurant dans un recueil des textes du cours (N = 347). L’auto-sélection des étudiants avait déterminé la participation aux groupes. La participation, tant pour le mystère virtuel que pour le recueil des textes du cours, a été très élevée (78,8 % et 91,6 % respectivement). Aucune différence significative n’a été notée entre les deux options de participation en ce qui concerne la répartition des notes finales. Le taux de réussite élevé du mystère virtuel a montré qu’un projet d’apprentissage actif peut être mis en place si on utilise les principes de l’apprentissage par problèmes dans un forum de discussion en ligne. Toutefois, les collaborations de grands groupes en ligne ont posé quelques problèmes : les étudiants se sont sentis frustrés par la répétition et la participation inéquitable dans de tels grands groupes. Pourtant, les étudiants ont évalué le mystère mensuel comme un outil d’apprentissage utile qui leur a permis de participer grâce à la nature pratique des scénarios des études de cas.

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“…Learning environments that are authentic/problem-based facilitate acquisition of scientific communication skills (Allen, Donham, & Bernhardt, 2011;Nelson, 1999;Savery & Duffy, 1995). Compared to alternative pedagogies such as lecturing, problem-based learning allows students to solve a problem or perform a whole task, rather than memorize components of a task (Merrill, 2002).…”

Section: Rationale For the Use Of Course-based Problem-based Learningmentioning

confidence: 99%